چكيده لاتين
Abstract
The purpose of this study was to investigate the relationship between job crafting and educational performance, with the mediating role of cognitive flexibility, among elementary school teachers in Isfahan. This research followed a descriptive-correlational design. The statistical population included all elementary school teachers across the six educational districts of Isfahan during the 2024–2025 academic year, totaling 2,936 individuals. Based on Krejcie and Morgan’s table, the sample size was estimated at 340, and participants were selected through proportional stratified random sampling. Data were collected using the Job Crafting Questionnaire by Slemp and Vella-Brodrick, the Educational Performance Questionnaire by Khorran, the Cognitive Flexibility Questionnaire by Akbari et al., and a demographic information form. Content validity of the instruments was confirmed by nine faculty members from the Faculty of Educational Sciences and Psychology, and face validity was assessed and approved by 30 participants. Cronbach’s alpha coefficients for the job crafting, educational performance, and cognitive flexibility questionnaires were 0.89, 0.92, and 0.88, respectively. Data analysis was conducted at both descriptive and inferential levels using SPSS 24 and SmartPLS 3 software. The findings revealed a significant relationship between job crafting and teachers’ educational performance through the mediating role of cognitive flexibility (p < 0.05), and the research model demonstrated a good fit. Additionally, significant relationships were found between job crafting and cognitive flexibility, job crafting and educational performance, and cognitive flexibility and educational performance (p < 0.05). It is recommended that the educational system prioritize redesigning professional roles
