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Shahram. Mohamadkhani, M.n. Farahani,
Volume 2, Issue 4 (3-2009)

This study aimed at investigating the role of demographic variables and coping styles in predicting the quality of life in teachers of Tehran. Research participants included 500 teachers of Tehran schools with an average age of 41.1 and a standard deviation of 7.3, who were selected through random cluster sampling. World Health Organization quality of life questionnaire, coping with stressful situations scale and demographic questionnaire were used for collecting the data. The results showed that there was a significant difference between the male and female teachers in terms of the quality of life female teachers were more satisfied with their quality of life there was no significant relationship between the teachers’ age and the quality of life. Furthermore, the results revealed that the income level and emotion-oriented, problem-oriented, avoidant coping style and educational level of teachers were respectively the strongest predictors of the quality of life. Overall, these variables explained 21% of the variance of quality of life in teachers. These findings showed that the quality of life is a subjective concept which depended on the individual’s appraisal of life and expectations .Therefore, a set of Demographic, social, economic, and psychological factors are related with the quality of life
Mohsen Golparvar, Hamid Reza Oreizi,
Volume 3, Issue 3 (11-2009)

This research was conducted with the purpose of studying the simple and interactive relationship between teacher well-being (Positive and negative affect and life and job satisfaction) with the belief in a just world and the student’s violence against teachers in Esfahan, Iran.   Population of the study included all male and female teachers, teaching in the high schools in Esfahan in spring 2008.A sample of 240 male and female teachers were selected through multi-stage random sampling. Research instruments were: a 47-item job satisfaction questionnaire, 20-item positive and negative affection scale ,5-item life satisfaction scale,4-item questionnaire on student’s violence against teachers and  7-item questionnaire on the belief in a just world . Data was analyzed using Pearson’s correlation coefficient and hierarchical regression analysis. The results of hierarchical regression analysis revealed that the interaction between students’ violence against teachers and just world beliefs had not the predictive power for the prediction of positive affect, job and life satisfaction. But the interaction between students’ violence against teachers and just world belief had the predictive power for the prediction of negative affect. Posterior analysis also showed that only among teachers who were lower in just world beliefs , student’s violence against teachers has  the predictive power for the prediction of negative affect
Seyed Sadegh Nabavi, Faramarz Sohrabi, Gholamali Afrooz, Ali Delavar, Simin Hosseinian,
Volume 11, Issue 2 (8-2017)

The main objective of this study was to investigate the relationship between self-efficacy, perceived social support and mental health among teachers.  Sample consisted of 447 teachers which selected by cluster random sampling. In order to collect research data from the General Health Questionnaire, general self-efficacy questionnaire and Social Support Questionnaire were used. The results of path analysis showed that social support can mediate the relationship between self-efficacy and mental health among teachers. There have significiant diffrences between genders in anxiety and insomnia symptoms. There were not significiant difrences between elementary school and secondary school teachers in outcome variableres. Path analysis showed that 15% of teacher’s mental health scores was explained through the perceived social support. It could be concluded that social support had a pivotal role in teacher self efficacy and mental health. 

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