The purpose was to investigate the relationship between servant leadership and teachers' organizational citizenship behavior with mediating role of psychological empowerment.Research Methods: This study was an applied and correlation research method based on structural equation modeling. 281 teachers of Zahedan city were studied by stratified random sampling method. To collect information, three questionnaires were used: servant leadership (Gholipur et al., 2009), organizational citizenship behavior (Podsakoff & MacKenzie, 1990) and psychological empowerment (Spreitzer, 1995). For data analysis the Pearson correlation coefficient and structural equation modeling were used.

This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson's correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.

No abstract

The purpose of this study was to predict the effectiveness of Zahedan elementary school principals based on the triple factors of position in the Fiedler leadership model. The presented study was a descriptive correlational study in which 356 elementary school teachers were studied with stratified randomized sampling through two questionnaires including determining the leadership situation and the effectiveness of school administrators. The correlation coefficient and simultaneous multiple regression were used for data analysis with the help of SPSS software. Based on results, there was a positive and significant relationship between the three factors of leadership position (authority, leader-member relationship, duty structure). The results of multiple regression analysis also showed that the three situational factors can predict the effectiveness of school principals. Therefore, it can be concluded that school administrators should benefit from good authority, have good interactions with teachers and emphasize the structure of tasks to increase their effectiveness.

Th e purpose of this study was to investigate the relationship between distributed leadership and job self-effi cacy with the mediating role of academic optimism of the teacher. Th is study is applied and correlation research based on structural equation modeling. 281 teachers of Zahedan city were selected using stratifi ed random sampling. To collect information, three questionnaires were used: distributed leadership (Gholami, Sahranavard, & Azizi, 2014), job self-effi cacy (Riggs & Knight, 1994) and teacher's academic optimism (Beard, Hoy, & Woolfolk, 2010). For data analysis the Pearson correlation coeffi cient was calculated using SPSS and structural equation modeling was done using Lisrel soft ware. Based on the results the direct eff ect of distributed leadership on job self-effi cacy (β=0.33), the direct eff ect of distributed leadership on teacher's academic optimism (β=0.76) and the direct eff ect of teacher's academic optimism on job self-effi cacy (β=0.42) was found to be signifi cant. Th e indirect eff ect of distributed leadership on job self-effi cacy was also found to be significant with the mediating role of organizational laziness (β=0.352). Th erefore, it can be concluded that through applying a distributed leadership style in schools (with regard to trust-based leadership, a democratic climate, comprehensive support, and teachers' professional development) the level of teachers' academic optimism increases. With an increase in teachers' academic optimism, their job performance can be expected to improve.