This Studywas conducted to determine the current Job Satisfaction Level of elementaryschool teachers in the city of Tehran. The method of study was survey research, and data was collected by questionnaire.A modified version of the Minnesota Satisfaction Questionnaire (MSQ) was used. Sample included 400 Elementary School Teachers in districts, 1,11and 16 in Tehran. The findings in this research were as follows:76.5%of elementary school teschers indicated they were either satisfied or very satisfied with their jobs, while 9% were very dissatisfiedor dissatisfied.Of the 20 aspects of work measured by the(MSQ), teachers only indicated dissatisfaction with the compensation area. The two demographic variables of educational degree status and teachers intent to remain in the current position were found to be predictors of job satisfactionfor teachers.There were sixareas of teachers job satisfactionthat produced the most satisfactionin the study.These areas were social service, moral values, creativity,activity,variety,and ability utilization. In this study, teachers were the least satisfied with the areas which included compensation,companypolicies,advancement,and job security.

The aim of this study was to investigate the relationship between job stress and job performance of primary school teachers in Tabas. the purpose of this study is practical and in terms of method is descriptive-correlation and cross – sectional. The statistical population of the study includes all primary school teachers in Tabas city in the academic year of 1998-99, numbering 320. 175 people were selected using Krejcie and Morgan table as a sample size by simple random sampling. Simple linear regression test was used to analyze the results. The results showed that the effect of job stress variable with a coefficient of-0. 454 on job performance is significant. Also, the results of the sub-hypothesis test showed that the effect of job stress dimensions, except for the control dimension, on the job performance of primary school teachers in Tabas city is significant. Therefore, considering the importance of teachers 'job performance, it is necessary to pay attention to reducing job stress in order to increase teachers' job performance. it is suggested to the educational organization to provide pleasurable and energetic spaces and eliminate unpleasant and stressful factors in instructional environments through the installation of joyful visual boards and bracing images.

Background and Aim: The aim of this research was the effectiveness of positive intelligencetraining on job values, job satisfaction and self-evaluation of job performance of primary schoolteachers. method: The current research was a semi-experimental type of pre-test and post-test with a controlgroup. The statistical population included all primary school teachers in Shiraz city who wereselected as available. The selected samples were placed in a group of 15 people and a control groupof 15 people. First, Alas (2007) work values standard questionnaires, Minnesota job satisfactionand MotovidloVan Scatter (1994) job performance evaluations were implemented on them andrecorded as pre-test scores, then the positive intelligence training protocol was taken from Chamin, 2012/ 2015 Kamkar translation was held on the experimental group and the control group did notreceive any intervention. After the completion of the intervention sessions, both groups were retested and recorded as post-test scores (T2). Research data were entered into SPSS softwareversion24 and the analysis of these data was presented in two descriptive and inferential sections. In the descriptive statistics section, in the form of central tendency and dispersion indices such asmean and standard deviation, and in the inferential statistics section, analysis of covariance wasused. Results: The findings showed that positive intelligence training intervention has an effect on jobvalues, job satisfaction and self-evaluation of job performance of primary school teachers. Conclusion: According to the findings of the research, positive intelligence courses should bewidely included in the in-service training of teachers.

The present research aimed to investigate the effect of social capital on teachers' job satisfaction in Yazd. The statistical population of the study comprised teachers in Yazd. The sample size was determined to be 271 using Cochran’ s formula. Proportionate stratified sampling method was utilized to draw the sample. The instruments included the Minnesota Satisfaction Questionnaire (MSQ) with internal consistency coefficient of 0. 84 and a researcher-made Social Capital Questionnaire with Cronbach's alpha coefficient of 0. 83. The results demonstrated that there was a significant relationship between dimensions of social capital (trust, participation, network quality, norms, and social cohesion) and job satisfaction. Regression analysis showed that social trust and social cohesion accounted for 24 percent of changes in job satisfaction. Hence, when social capital (trust, participation, network, norms, and social cohesion) of the employees increases, they have higher levels of job satisfaction, which will ultimately leads to improved efficiency.