Volume 10, Issue 3 (September 2023)
Health Spiritual Med Ethics 2023, 10(3): 163-170 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hardani A, Marashian F S. The Mediating Role of Meaning in Life in Relationships of Responsibility and Spiritual Health With Prospective Personality in Competent Teachers. Health Spiritual Med Ethics 2023; 10 (3) :163-170
URL: http://jhsme.muq.ac.ir/article-1-554-en.html
URL: http://jhsme.muq.ac.ir/article-1-554-en.html
1- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran ,fsadatmarashian@gmail.com
2- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran ,
Full-Text [PDF 1097 kb]
(189 Downloads)
| Abstract (HTML) (651 Views)
Full-Text: (99 Views)
Introduction
Education is a major organization in countries. Motivated and effective teachers strongly contribute to the progress of this organization [1]. Teachers are the core element of teaching and learning and can ensure the effectiveness of education systems through high levels of motivation, enthusiasm, and spirit [2, 3]. Prospective personality is a novel human personality concept. It describes general behavior tendencies to identify opportunities that would lead to active changes in humans [4]. Compared to personally passive individuals, a perspective person is willing to actively manipulate and shape their peripheral environment to achieve their life goals [5, 6].
Several factors, such as responsibility, influence the prospective personality of teachers. Harendza [7] believed that individuals require responsibility to feel better in their jobs and lives. Teachers are role models to students and can play a key role in transferring prospective personalities to their students [8]. Latapí Agudelo et al. [9] argued that responsibility is a duty to private institutions, in the sense that they should not adversely impact life in the community where they work. The extent of this duty generally includes indiscriminate recruitment, avoiding unethical activities, and informing consumers of product quality. It is also a duty based on positive participation in the lives of individuals in society [10].
Spiritual health is crucial to teachers. Religious and spiritual beliefs would meet many basic demands of individuals and fill their ethical, emotional, and spiritual gaps [11]. Spiritual health consists of two components, i.e. spirituality and health, and has two dimensions: Religious health and existential health [12, 13]. The former refers to the connection with the supreme power (God). At the same time, the latter is a socio-mental element representing how an individual feels who they are, what they do and why, and where they belong. Both religious health and existential health include excellence and moving beyond one’s self [14].
Meaning in life can affect responsibility and spiritual health in teachers and enhance their prospective personality [15]. It is a sense of connection with God, having a purpose in life, pursuing and achieving valuable goals, and evolution [16, 17]. Kleftaras and Psarra [18] demonstrated that individuals with greater meaning in life would have a better connection with God and show lower symptoms of depression.
Research has shown that teachers are more vulnerable to work-related stress than people in other jobs [19, 20]. Major and abrupt changes and stress in life are factors that threaten teachers’ physical health [21]. Today, despite deep cultural variations and changes in lifestyles, many individuals lack basic abilities to handle life situations and are thus vulnerable to the challenges of daily life, leading to physical-mental health deterioration [22]. Mental challenges impose drastic pressure on individuals, and it is essential to pay attention to mental health [23]. Due to the key role of teachers in the development of society and students and the multiple challenges encountered by teachers in educational settings, it is necessary to develop plans to improve the teaching performance and responsibility of teachers. Therefore, based on the issues outlined above, the present study investigates the mediating role of meaning in life in relationships of responsibility and spiritual health with prospective personalities of competent teachers.
Methods
This study adopted a descriptive-correlational methodology, where relationships between variables were evaluated using structural equations. The statistical population consisted of elementary school teachers in Ahvaz City, Iran, in 2023. Multi-staged cluster sampling was used to select participants. According to Rahbar [24], a minimum of five to ten participants are required per parameter. However, more than ten participants can be considered for each parameter to ensure the adequacy of the sample size to test the model. Hence, the sample size was estimated to be 250. However, a total of 280 participants were selected to cope with the possible reduction in the sample size. Finally, 264 completed questionnaires were returned. The inclusion criteria were having at least 3 years of work experience, age range from 20 to 50 years, and informed consent to participate in the research. In addition, the exclusion criterion was a failure to answer all items of the questionnaires.
Measurement tools
Prospective personality measure
The ten-item personality inventory (TIPI) was employed to measure prospective personality. The items are scored from 1 (very low) to 5 (very high); for instance, “How much have you felt that you need a large power to make a productive change in your workplace in the past six months?” [25]. The internal consistency of TIPI was reported with the Cronbach α of 0.70 [25].
Responsibility measure
To evaluate the responsibility of the teachers, Lauermann and Karabenick’s [26] teacher responsibility scale (TRS) was utilized. It consists of thirteen items and four sub-scales, including responsibility for student motivation (items 1-3), responsibility for student achievement (items 4-7), responsibility for relationships with students (items 8-10), and responsibility for teaching (items 11-13). The respondents score the items based on a 5-point Likert scale ranging from 1 (not at all) to 5 (completely). The reliability of the teacher responsibility scale was reported as 0.81 using the Cronbach α method [27].
Spiritual health measure
The spiritual well-being scale was developed by Paloutzian et al. [28] and has 20 items. The items are scored based on a 6-point Likert scale, from “Completely Agree” to “Completely Disagree”. The negative items (items 1, 2, 5, 6, 9, 12, 13, 16, and 18) are scored inversely. The total spiritual health score is the sum of the scores of the items. The reliability of the spiritual well-being scale was reported 0.81 using the Cronbach α method [29].
Meaning in life measure
The meaning in life questionnaire was proposed by Steger et al. [30] with 10 items. It measures the meaning in life and searching for meaning. The items are scored based on a 7-point scale. The reliability of the meaning in-life questionnaire was reported 0.96 using the Cronbach α method [31].
Statistical analyses
The Pearson correlation coefficient was employed to evaluate relationships between the variables. To evaluate the proposed model, structural equation modeling was used in the SPSS software, version 27.0, and AMOS software, version 25.
Results
The respondents were 176 female and 88 male teachers. Furthermore, 115 of the teachers were unmarried, and the remaining 149 were married. Table 1 provides the Mean±SD, and Pearson correlation coefficient for the variables.
According to Table 1, there were significant correlations between all the variables (P<0.01). Figure 1 illustrates the initial model to explain prospective personality based on responsibility, spiritual health, and meaning in life.
According to Table 2, the root-mean-square error was 0.0001, which implies good fitness in the model.
Table 3 represents the path coefficients to evaluate the direct relationships. The results showed that spiritual health had positive, significant relationships with prospective personality (β=0.18, P=0.005) and meaning in life (β=0.45, P=0.001) in competent teachers. Responsibility was significantly related to prospective personality (β=0.24, P=0.005) and meaning in life (β=0.30, P=0.001). Furthermore, the relationship between meaning in life and perspective personality in teachers was significant (β=0.40, P=0.001).
Bootstrapping was used to measure the significance of the mediators, as shown in Table 4. According to Table 4, the indirect path from responsibility to prospective personality with the mediating role of meaning in life was significant (β=0.71, P=0.001). Furthermore, the indirect path from spiritual health to prospective personality with the mediating role of meaning in life was significant (β=0.07, P=0.002).
Discussion
This study investigated the mediating role of meaning in life in relationships of responsibility and spiritual health with prospective personality in competent teachers. The relationship between responsibility and prospective personality in teachers was found to be significant. This finding is consistent with Li et al. [32]. Responsibility is the commitment to and accepting one’s responsibilities and duties. Prospective personality refers to the traits, values, and beliefs that shape the decisions and behavior of individuals. Teachers have an active role in students’ lives and contribute to their education. Thus, responsibility and prospective personality are crucial for teachers. Teachers have a strong influence on the lives of their students with their decisions, and teachers must make responsible decisions since efficient, rational arrangements of student’s lives would yield positive outcomes [32]. Furthermore, the prospective personality of teachers plays a key role in the education and personality of students. Teachers are role models to students, and their characteristics and values inevitably have positive effects on students. Therefore, the prospective personality of teachers should be consistent with acceptable and productive values and characteristics.
Additionally, the relationship between spiritual health and prospective personality was significant. This finding is consistent with Golparvar [33]. In this respect, spiritual health refers to the spiritual and psychological status of an individual and includes satisfaction, happiness, peace, and deep relationships with one’s self, others, and the world. Prospective personality plays an important role in interacting with others and effectiveness in life. Teachers play a key role in shaping the lives of students. They are responsible not only for meeting the educational requirements of students but also for their ethical and psychological education [33]. Therefore, teachers can enhance the spiritual health of their students. Drawing on meaning in life concepts, teachers can help students arrange a spiritual perspective in their lives. They can transfer values, goals, and meaning in life to students and help them with the search for meaning in their lives. Moreover, by providing a good role model to students, teachers help them form personalities and improve their spiritual well-being. As a result, teachers play the role of a model for their students and help them achieve spiritual health.
The relationship between meaning in life and prospective personality was significant. This finding is consistent with Ghasemi et al. [34]. The relationship between meaning in life and prospective personality in teachers is dependent on various factors. It can also be influential. Several teachers believe that their main goal is to serve society. They make endeavors in education to improve society and contribute to the individual and social achievements of students [15]. Furthermore, some teachers play a key role in finding and realizing their personal goals. They make challenging opportunities and achieve individual growth. Teachers accept establishing relationships with students as a goal in their lives. They attempt to positively influence the relationships and behaviors of students and contribute to individual and social achievements of students as a starting point for positive changes in society. Some teachers believe meeting the requirements of society in education to be their purpose in life.
The results showed that the indirect relationship between responsibility and prospective personality with the mediating role of meaning in life was significant. In the direct hypothesis, it was revealed that a significant relationship existed between responsibility and prospective personality. In the indirect hypothesis, it was shown that responsibility enhances meaning in life in competent teachers, improving their prospective personality. Responsibility is accepting one’s responsibility for their actions/decisions. For teachers, responsibility refers to their commitment to educating students [26]. The life of a student as an individual governing the life of their students is important. The relationship between responsibility and meaning in life in teachers is significant for several reasons. Teachers substantially contribute to shaping their students’ lives by taking responsibility. By effectively fulfilling their tasks, teachers can show efficient behavior patterns and have strong effects on students’ lives. Teachers play a key role in relationships with the families of students. By being committed to their responsibilities, teachers can establish positive and productive relationships with students’ families. This, in turn, could help improve students’ lives and sustainable presence in educational settings [2].
The indirect relationship between spiritual health and prospective personality with the mediating role of meaning in life was significant. Similar studies concerning this finding were not found in the literature. In the direct hypothesis, it was demonstrated that spiritual health and prospective personality had a significant relationship. In the indirect hypothesis, it was demonstrated that spiritual health enhances meaning in life in competent teachers, improving their prospective personality. Teachers are important in the lives of students. They are responsible for teaching students and for creating personality and meaning in life for students. By combining spiritual health and prospective personality, a teacher can enhance ethical principles and values in teachers by being a role model and helping them achieve meaning in life [13]. The relationship between spiritual health and prospective personality in competent teachers can be enhanced by the meaning of life mediator. Therefore, it can be concluded that meaning in life is an effective mediator in the relationship between responsibility and prospective personality.
Conclusion
The proposed model had a good fit and can be considered an innovative model contributing to improving prospective personality in teachers. The spiritual health of teachers can be enhanced through in-service courses and workshops. It is suggested that the Ministry of Education raise payments to teachers so that they would not need to have a second job and show higher commitment and responsibility. Teachers are recommended to enhance their spiritual capital at the connection level (connection with God) and practical level (value orientation and spiritual influence) to improve their spiritual health. Furthermore, enhancing prospective personality in professional communities could lay the ground for establishing a stronger relationship between spiritual values and prospective personality.
Study limitations
The limitations of the present article include self-report data collection tools, which could be subject to social desirability biases. Furthermore, the participants were selected from elementary school teachers in Ahvaz City, Iran, and may not be generalizable to teachers in other grades and in other cities with different cultural backgrounds and personality traits. This study was ex post facto research, which would not allow the researcher to manipulate the independent variables. Furthermore, it is not often possible to control all the variables that can affect the dependent variables. Therefore, the results of investigating dependent and independent variables cannot be solid judgments. It is suggested that future works control influential variables, including the marital status, gender, and work experience of competent teachers, and compare the results to the present work.
Ethical Considerations
Compliance with ethical guidelines
The study was approved by the Ethics Committee of Ahvaz Branch, Islamic Azad University, (Code: IR.IAU.AHVAZ.REC.1402.124).
Funding
This research was supported by the research project (Grant No. 18121401), Funded by Ahvaz Branch, Islamic Azad University.
Authors' contributions
Conceptualization, study design, supervision, resources and writing: Fatemeh Sadat Marashian; Data gathering, analysis, interpretation, and statistical analysis: Abdolhassan Hardani.
Conflict of interest
The authors declared no conflict of interest.
Acknowledgments
The researchers thank all the teachers who participated in the study.
Education is a major organization in countries. Motivated and effective teachers strongly contribute to the progress of this organization [1]. Teachers are the core element of teaching and learning and can ensure the effectiveness of education systems through high levels of motivation, enthusiasm, and spirit [2, 3]. Prospective personality is a novel human personality concept. It describes general behavior tendencies to identify opportunities that would lead to active changes in humans [4]. Compared to personally passive individuals, a perspective person is willing to actively manipulate and shape their peripheral environment to achieve their life goals [5, 6].
Several factors, such as responsibility, influence the prospective personality of teachers. Harendza [7] believed that individuals require responsibility to feel better in their jobs and lives. Teachers are role models to students and can play a key role in transferring prospective personalities to their students [8]. Latapí Agudelo et al. [9] argued that responsibility is a duty to private institutions, in the sense that they should not adversely impact life in the community where they work. The extent of this duty generally includes indiscriminate recruitment, avoiding unethical activities, and informing consumers of product quality. It is also a duty based on positive participation in the lives of individuals in society [10].
Spiritual health is crucial to teachers. Religious and spiritual beliefs would meet many basic demands of individuals and fill their ethical, emotional, and spiritual gaps [11]. Spiritual health consists of two components, i.e. spirituality and health, and has two dimensions: Religious health and existential health [12, 13]. The former refers to the connection with the supreme power (God). At the same time, the latter is a socio-mental element representing how an individual feels who they are, what they do and why, and where they belong. Both religious health and existential health include excellence and moving beyond one’s self [14].
Meaning in life can affect responsibility and spiritual health in teachers and enhance their prospective personality [15]. It is a sense of connection with God, having a purpose in life, pursuing and achieving valuable goals, and evolution [16, 17]. Kleftaras and Psarra [18] demonstrated that individuals with greater meaning in life would have a better connection with God and show lower symptoms of depression.
Research has shown that teachers are more vulnerable to work-related stress than people in other jobs [19, 20]. Major and abrupt changes and stress in life are factors that threaten teachers’ physical health [21]. Today, despite deep cultural variations and changes in lifestyles, many individuals lack basic abilities to handle life situations and are thus vulnerable to the challenges of daily life, leading to physical-mental health deterioration [22]. Mental challenges impose drastic pressure on individuals, and it is essential to pay attention to mental health [23]. Due to the key role of teachers in the development of society and students and the multiple challenges encountered by teachers in educational settings, it is necessary to develop plans to improve the teaching performance and responsibility of teachers. Therefore, based on the issues outlined above, the present study investigates the mediating role of meaning in life in relationships of responsibility and spiritual health with prospective personalities of competent teachers.
Methods
This study adopted a descriptive-correlational methodology, where relationships between variables were evaluated using structural equations. The statistical population consisted of elementary school teachers in Ahvaz City, Iran, in 2023. Multi-staged cluster sampling was used to select participants. According to Rahbar [24], a minimum of five to ten participants are required per parameter. However, more than ten participants can be considered for each parameter to ensure the adequacy of the sample size to test the model. Hence, the sample size was estimated to be 250. However, a total of 280 participants were selected to cope with the possible reduction in the sample size. Finally, 264 completed questionnaires were returned. The inclusion criteria were having at least 3 years of work experience, age range from 20 to 50 years, and informed consent to participate in the research. In addition, the exclusion criterion was a failure to answer all items of the questionnaires.
Measurement tools
Prospective personality measure
The ten-item personality inventory (TIPI) was employed to measure prospective personality. The items are scored from 1 (very low) to 5 (very high); for instance, “How much have you felt that you need a large power to make a productive change in your workplace in the past six months?” [25]. The internal consistency of TIPI was reported with the Cronbach α of 0.70 [25].
Responsibility measure
To evaluate the responsibility of the teachers, Lauermann and Karabenick’s [26] teacher responsibility scale (TRS) was utilized. It consists of thirteen items and four sub-scales, including responsibility for student motivation (items 1-3), responsibility for student achievement (items 4-7), responsibility for relationships with students (items 8-10), and responsibility for teaching (items 11-13). The respondents score the items based on a 5-point Likert scale ranging from 1 (not at all) to 5 (completely). The reliability of the teacher responsibility scale was reported as 0.81 using the Cronbach α method [27].
Spiritual health measure
The spiritual well-being scale was developed by Paloutzian et al. [28] and has 20 items. The items are scored based on a 6-point Likert scale, from “Completely Agree” to “Completely Disagree”. The negative items (items 1, 2, 5, 6, 9, 12, 13, 16, and 18) are scored inversely. The total spiritual health score is the sum of the scores of the items. The reliability of the spiritual well-being scale was reported 0.81 using the Cronbach α method [29].
Meaning in life measure
The meaning in life questionnaire was proposed by Steger et al. [30] with 10 items. It measures the meaning in life and searching for meaning. The items are scored based on a 7-point scale. The reliability of the meaning in-life questionnaire was reported 0.96 using the Cronbach α method [31].
Statistical analyses
The Pearson correlation coefficient was employed to evaluate relationships between the variables. To evaluate the proposed model, structural equation modeling was used in the SPSS software, version 27.0, and AMOS software, version 25.
Results
The respondents were 176 female and 88 male teachers. Furthermore, 115 of the teachers were unmarried, and the remaining 149 were married. Table 1 provides the Mean±SD, and Pearson correlation coefficient for the variables.
According to Table 1, there were significant correlations between all the variables (P<0.01). Figure 1 illustrates the initial model to explain prospective personality based on responsibility, spiritual health, and meaning in life.
According to Table 2, the root-mean-square error was 0.0001, which implies good fitness in the model.
Table 3 represents the path coefficients to evaluate the direct relationships. The results showed that spiritual health had positive, significant relationships with prospective personality (β=0.18, P=0.005) and meaning in life (β=0.45, P=0.001) in competent teachers. Responsibility was significantly related to prospective personality (β=0.24, P=0.005) and meaning in life (β=0.30, P=0.001). Furthermore, the relationship between meaning in life and perspective personality in teachers was significant (β=0.40, P=0.001).
Bootstrapping was used to measure the significance of the mediators, as shown in Table 4. According to Table 4, the indirect path from responsibility to prospective personality with the mediating role of meaning in life was significant (β=0.71, P=0.001). Furthermore, the indirect path from spiritual health to prospective personality with the mediating role of meaning in life was significant (β=0.07, P=0.002).
Discussion
This study investigated the mediating role of meaning in life in relationships of responsibility and spiritual health with prospective personality in competent teachers. The relationship between responsibility and prospective personality in teachers was found to be significant. This finding is consistent with Li et al. [32]. Responsibility is the commitment to and accepting one’s responsibilities and duties. Prospective personality refers to the traits, values, and beliefs that shape the decisions and behavior of individuals. Teachers have an active role in students’ lives and contribute to their education. Thus, responsibility and prospective personality are crucial for teachers. Teachers have a strong influence on the lives of their students with their decisions, and teachers must make responsible decisions since efficient, rational arrangements of student’s lives would yield positive outcomes [32]. Furthermore, the prospective personality of teachers plays a key role in the education and personality of students. Teachers are role models to students, and their characteristics and values inevitably have positive effects on students. Therefore, the prospective personality of teachers should be consistent with acceptable and productive values and characteristics.
Additionally, the relationship between spiritual health and prospective personality was significant. This finding is consistent with Golparvar [33]. In this respect, spiritual health refers to the spiritual and psychological status of an individual and includes satisfaction, happiness, peace, and deep relationships with one’s self, others, and the world. Prospective personality plays an important role in interacting with others and effectiveness in life. Teachers play a key role in shaping the lives of students. They are responsible not only for meeting the educational requirements of students but also for their ethical and psychological education [33]. Therefore, teachers can enhance the spiritual health of their students. Drawing on meaning in life concepts, teachers can help students arrange a spiritual perspective in their lives. They can transfer values, goals, and meaning in life to students and help them with the search for meaning in their lives. Moreover, by providing a good role model to students, teachers help them form personalities and improve their spiritual well-being. As a result, teachers play the role of a model for their students and help them achieve spiritual health.
The relationship between meaning in life and prospective personality was significant. This finding is consistent with Ghasemi et al. [34]. The relationship between meaning in life and prospective personality in teachers is dependent on various factors. It can also be influential. Several teachers believe that their main goal is to serve society. They make endeavors in education to improve society and contribute to the individual and social achievements of students [15]. Furthermore, some teachers play a key role in finding and realizing their personal goals. They make challenging opportunities and achieve individual growth. Teachers accept establishing relationships with students as a goal in their lives. They attempt to positively influence the relationships and behaviors of students and contribute to individual and social achievements of students as a starting point for positive changes in society. Some teachers believe meeting the requirements of society in education to be their purpose in life.
The results showed that the indirect relationship between responsibility and prospective personality with the mediating role of meaning in life was significant. In the direct hypothesis, it was revealed that a significant relationship existed between responsibility and prospective personality. In the indirect hypothesis, it was shown that responsibility enhances meaning in life in competent teachers, improving their prospective personality. Responsibility is accepting one’s responsibility for their actions/decisions. For teachers, responsibility refers to their commitment to educating students [26]. The life of a student as an individual governing the life of their students is important. The relationship between responsibility and meaning in life in teachers is significant for several reasons. Teachers substantially contribute to shaping their students’ lives by taking responsibility. By effectively fulfilling their tasks, teachers can show efficient behavior patterns and have strong effects on students’ lives. Teachers play a key role in relationships with the families of students. By being committed to their responsibilities, teachers can establish positive and productive relationships with students’ families. This, in turn, could help improve students’ lives and sustainable presence in educational settings [2].
The indirect relationship between spiritual health and prospective personality with the mediating role of meaning in life was significant. Similar studies concerning this finding were not found in the literature. In the direct hypothesis, it was demonstrated that spiritual health and prospective personality had a significant relationship. In the indirect hypothesis, it was demonstrated that spiritual health enhances meaning in life in competent teachers, improving their prospective personality. Teachers are important in the lives of students. They are responsible for teaching students and for creating personality and meaning in life for students. By combining spiritual health and prospective personality, a teacher can enhance ethical principles and values in teachers by being a role model and helping them achieve meaning in life [13]. The relationship between spiritual health and prospective personality in competent teachers can be enhanced by the meaning of life mediator. Therefore, it can be concluded that meaning in life is an effective mediator in the relationship between responsibility and prospective personality.
Conclusion
The proposed model had a good fit and can be considered an innovative model contributing to improving prospective personality in teachers. The spiritual health of teachers can be enhanced through in-service courses and workshops. It is suggested that the Ministry of Education raise payments to teachers so that they would not need to have a second job and show higher commitment and responsibility. Teachers are recommended to enhance their spiritual capital at the connection level (connection with God) and practical level (value orientation and spiritual influence) to improve their spiritual health. Furthermore, enhancing prospective personality in professional communities could lay the ground for establishing a stronger relationship between spiritual values and prospective personality.
Study limitations
The limitations of the present article include self-report data collection tools, which could be subject to social desirability biases. Furthermore, the participants were selected from elementary school teachers in Ahvaz City, Iran, and may not be generalizable to teachers in other grades and in other cities with different cultural backgrounds and personality traits. This study was ex post facto research, which would not allow the researcher to manipulate the independent variables. Furthermore, it is not often possible to control all the variables that can affect the dependent variables. Therefore, the results of investigating dependent and independent variables cannot be solid judgments. It is suggested that future works control influential variables, including the marital status, gender, and work experience of competent teachers, and compare the results to the present work.
Ethical Considerations
Compliance with ethical guidelines
The study was approved by the Ethics Committee of Ahvaz Branch, Islamic Azad University, (Code: IR.IAU.AHVAZ.REC.1402.124).
Funding
This research was supported by the research project (Grant No. 18121401), Funded by Ahvaz Branch, Islamic Azad University.
Authors' contributions
Conceptualization, study design, supervision, resources and writing: Fatemeh Sadat Marashian; Data gathering, analysis, interpretation, and statistical analysis: Abdolhassan Hardani.
Conflict of interest
The authors declared no conflict of interest.
Acknowledgments
The researchers thank all the teachers who participated in the study.
Type of Study: Original Article |
Subject:
General
Received: 2023/11/28 | Accepted: 2024/01/28 | Published: 2023/11/1
Received: 2023/11/28 | Accepted: 2024/01/28 | Published: 2023/11/1
References
1. Khun-Inkeeree H, Yusof MR, Maruf IR, Mat TRT, Sofian FNRM. Enhancing school effectiveness by implementing identified and intrinsic motivation among primary school teachers. Front Educ. 2022; 7. [DOI:10.3389/feduc.2022.852378] [DOI:10.3389/feduc.2022.852378]
2. Rahmati A, Sajjadi M, Negarestani A. A spiritual approach to job satisfaction and motivation among special education teachers. Health Spiritual Med Ethics. 2018; 5(3):29-35. [DOI:10.29252/jhsme.5.3.29] [DOI:10.29252/jhsme.5.3.29]
3. Sadeghi K, Ghaderi F, Abdollahpour Z. Self-reported teaching effectiveness and job satisfaction among teachers: The role of subject matter and other demographic variables. Heliyon. 2021; 7(6):e07193. [DOI:10.1016/j.heliyon.2021.e07193] [PMID] [DOI:10.1016/j.heliyon.2021.e07193]
4. Wright AJ, Weston SJ, Norton S, Voss M, Bogdan R, Oltmanns TF, et al. Prospective self- and informant-personality associations with inflammation, health behaviors, and health indicators. Health Psychol. 2022; 41(2):121-33. [DOI:10.1037/hea0001162] [PMID] [DOI:10.1037/hea0001162]
5. Heid AR, Pruchno R, Wilson-Genderson M, Cartwright FP. The prospective association of personality traits and successful aging. Int J Aging Hum Dev. 2022; 94(2):193-214. [DOI:10.1177/0091415021989460] [PMID] [DOI:10.1177/0091415021989460]
6. Lodi-Smith J, Roberts BW. Concurrent and prospective relationships between social engagement and personality traits in older adulthood. Psychol Aging. 2012; 27(3):720-7. [DOI:10.1037/a0027044] [PMID] [DOI:10.1037/a0027044]
7. Harendza S. Taking responsibility. GMS J Med Educ. 2022; 39(2):Doc27. [PMID]
8. Pavin Ivanec T, Defar A. Motivation for the choice of the teaching profession: the role of prospective teachers' personality traits, emotional competence, and life-satisfaction. SAGE Open. 2023; 13(2). [DOI:10.1177/21582440231182594] [DOI:10.1177/21582440231182594]
9. Latapí Agudelo MA, Jóhannsdóttir L, Davídsdóttir B. A literature review of the history and evolution of corporate social responsibility. Int J Corp Soc Responsib. 2019; 4(1):1. [DOI:10.1186/s40991-018-0039-y] [DOI:10.1186/s40991-018-0039-y]
10. Pei L, Poortman C, Schildkamp K, Benes N. Teachers' and students' perceptions of a sense of community in blended education. Educ Inf Technol (Dordr). 2023; 1-39. [DOI:10.1007/s10639-023-11853-y] [PMID] [DOI:10.1007/s10639-023-11853-y]
11. Ghanbari-Afra L, Yadollahi S, Taheri L, Fendereski M. Evaluation of spiritual health and its related factors in Iranian nurses and nursing students: A narrative review. Health Spiritual Med Ethics. 2022; 9(3):113-32. [DOI:10.32598/hsmej.9.3.430.1] [DOI:10.32598/hsmej.9.3.430.1]
12. de Brito Sena MA, Damiano RF, Lucchetti G, Peres MFP.Defining spirituality in healthcare: A systematic review and conceptual framework. Front Psychol. 2021; 12:756080. [DOI:10.3389/fpsyg.2021.756080] [PMID] [DOI:10.3389/fpsyg.2021.756080]
13. Jenaabadi H, Amiri Bahrami K. The relationship between spiritual health and school burnout with mediating role of social support. Health Spiritual Med Ethics. 2021; 8(3):163-70. [DOI:10.32598/hsmej.8.3.5] [DOI:10.32598/hsmej.8.3.5]
14. Green C. Nurses and patients' perspectives on spiritual health assessment. J Relig Health. 2021; 60(1):122-33. [DOI:10.1007/s10943-020-01113-5] [PMID] [DOI:10.1007/s10943-020-01113-5]
15. Amirpour B, Moradi A. Corona disease anxiety in teachers: The role of existential thinking and meaning in life. Health Spiritual Med Ethics. 2022; 9(3):153-60. [DOI:10.32598/hsmej.9.3.429.1] [DOI:10.32598/hsmej.9.3.429.1]
16. Scripter L. Meaning in life and the vocation of teaching. Stud Philos Educ. 2023; 42(5):541-58. [DOI:10.1007/s11217-023-09889-1] [DOI:10.1007/s11217-023-09889-1]
17. Yuen M, Datu JAD. Meaning in life, connectedness, academic self-efficacy, and personal self-efficacy: A winning combination. Sch Psychol Int. 2020; 42(1):79-99. [DOI:10.1177/0143034320973370] [DOI:10.1177/0143034320973370]
18. Kleftaras G, Psarra E. Meaning in life, psychological well-being and depressive symptomatology: A comparative study. Psychology. 2012; 3(4):337-45. [DOI:10.4236/psych.2012.34048] [DOI:10.4236/psych.2012.34048]
19. Liang H, Wang W, Sun Y, Wang H. The impact of job-related stress on township teachers' professional well-being: A moderated mediation analysis. Front Psychol. 2022; 13:1000441. [DOI:10.3389/fpsyg.2022.1000441] [PMID] [DOI:10.3389/fpsyg.2022.1000441]
20. Zhao W, Liao X, Li Q, Jiang W, Ding W. The relationship between teacher job stress and burnout: A moderated mediation model. Front Psychol. 2022; 12:784243. [DOI:10.3389/fpsyg.2021.784243] [PMID] [DOI:10.3389/fpsyg.2021.784243]
21. Agyapong B, Obuobi-Donkor G, Burback L, Wei Y. Stress, burnout, anxiety and depression among teachers: A scoping review. Int J Environ Res Public Health. 2022; 19(17):10706. [DOI:10.3390/ijerph191710706] [PMID] [DOI:10.3390/ijerph191710706]
22. Quiñones-Laveriano DM, Cervera-Ocaña MS, Porro-Diaz LV, Reynel KJ, De La Cruz-Vargas JA. Correlation between stress and lifestyle in teachers at some schools in Lima, Peru, during telework in 2020. Work. 2022; 72(2):409-19. [DOI:10.3233/WOR-211224] [PMID] [DOI:10.3233/WOR-211224]
23. Fang G, Zhou X, Xin Y, Li M, Li F, Zhang W, et al. Mental health of primary and secondary school teachers in the Remote Mountain Areas. Medicina (Kaunas). 2023; 59(5):971.[DOI:10.3390/medicina59050971] [PMID] [DOI:10.3390/medicina59050971]
24. Rahbar A, Nasiripour AA, Mahmoodi Majdabadi M. Factors affecting the deployments of knowledge management in teaching hospitals affiliated to Qom University of Medical Sciences. Iran. Arch Hyg Sci. 2018; 7(3):183-91. [DOI:10.29252/ArchHygSci.7.3.183] [DOI:10.29252/ArchHygSci.7.3.183]
25. Thørrisen MM, Sadeghi T. The Ten-Item Personality Inventory (TIPI): A scoping review of versions, translations, and psychometric properties. Front Psychol. 2023; 14:1202953. [DOI:10.3389/fpsyg.2023.1202953] [PMID] [DOI:10.3389/fpsyg.2023.1202953]
26. Lauermann F, Karabenick SA. The meaning and measure of teachers' sense of responsibility for educational outcomes. Teach Teach Educ. 2013; 30:13-26. [DOI:10.1016/j.tate.2012.10.001] [DOI:10.1016/j.tate.2012.10.001]
27. Habibi N, Ganjali R. On the relation between Iranian EFL teachers' sense of professional identity and their responsibility. Iran J Appl Lang Stud. 2021; 13(1):67-76. [DOI:10.22111/ijals.2021.6199]
28. Paloutzian RF, Agilkaya-Sahin Z, Bruce KC, Kvande MN, Malinakova K, Marques LF, et al. The spiritual well-being scale (SWBS): Cross-cultural assessment across 5 continents, 10 languages, and 300 studies. In: Ai AL, Wink P, Paloutzian RF, Harris KA, editors. Assessing spirituality in a diverse world. Cham: Springer; 2021. [DOI:10.1007/978-3-030-52140-0_17] [DOI:10.1007/978-3-030-52140-0_17]
29. Zarghami S, Bakhtiarpour S, Heidari A. Relationship of behavioral disorders in girls with learning disabilities with parental stress and spiritual well-being in mothers in Shiraz City, Iran mediated by mother-child interaction. Health Spiritual Med Ethics. 2022; 9(3):169-76. [DOI:10.32598/hsmej.9.3.459.1] [DOI:10.32598/hsmej.9.3.459.1]
30. Steger MF, Frazier P, Oishi S, Kaler M. The meaning in life questionnaire: Assessing the presence of and search for meaning in life. J Couns Psychol. 2006; 53(1):80-93. [DOI:10.1037/0022-0167.53.1.80] [DOI:10.1037/0022-0167.53.1.80]
31. Sharif Nia H, She L, Froelicher ES, Hejazi S, Kohestani D, Hamidi S. The Farsi version of meaning of life in Iranian patients with cancer: A psychometric study.Chronic Illn. 2023; 19(4):862-72. [DOI:10.1177/17423953221150686] [PMID] [DOI:10.1177/17423953221150686]
32. Li N, Liang J, Crant JM. The role of proactive personality in job satisfaction and organizational citizenship behavior: A relational perspective. J Appl Psychol. 2010; 95(2):395-404. [DOI:10.1037/a0018079] [PMID] [DOI:10.1037/a0018079]
33. Golparvar M. [Analysis of the role of proactive personality on the relationship between spiritual capital and transcendental spiritual well-being (Persian)]. Posit Psychol Res. 2018; 4(1):19-34. [DOI:10.22108/ppls.2018.96482.0]
34. Ghasemi N, Goudarzi M, Sepahvandi MA, Gholamrezaie S. [The structural relationships of the core self-evaluation, positive emotion and optimism with meaning in life in students; the mediating role of hope (Persian)]. Educ Strategy Med Sci. 2021; 14(1):1-11. [Link]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Owned by Qom University of Medical Sciences
Published by Qom University of Medical Sciences Press
eISSN: 2383-3610
pISSN: 2322-4304
Email: j.hsme[at]muq.ac.ir
spirituality14[at]gmail.com
