Explaining the Mediating Role of Organizational Learning Capacity in the Relationship Between Teachers' Religious Beliefs and Professional Development and Job Engagement

Abstract

Background and Aim: One of the most significant challenges in the educational system is enhancing teachers' professional development and job engagement, which can substantially impact the quality of education. In this regard, religious beliefs, as an individual factor, and organizational learning capacity, as an organizational capability, can play a crucial role in improving these indicators. This study aims to examine the mediating role of organizational learning capacity in the relationship between religious beliefs and the professional development and job engagement of primary school teachers in Ilam Province.

Materials and Methods: This research is descriptive-correlational and based on structural equation modeling (SEM). The statistical population included all primary school teachers in Ilam Province, and a proportional stratified random sampling method was used to select the sample. Data were collected using standardized questionnaires and analyzed using SPSS and LISREL software.

Results: The results indicated that religious beliefs have a direct and significant impact on teachers' job engagement and professional development. Additionally, organizational learning capacity played a significant mediating role in these relationships. The findings also revealed that organizational learning capacity directly influences teachers' professional development and job engagement.

Conclusion: The results highlight the importance of religious beliefs and organizational learning capacity in enhancing teachers' professional development and job engagement. Accordingly, it is recommended that policymakers and educational administrators design and implement programs to strengthen religious beliefs and improve organizational learning capacity in educational environments.