Policy and Planning in Teacher Education with Regard to the Role of Intellectual Virtues in Predicting Teachers' Spiritual Well-Being, Job Commitment, and Job Motivation

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Assistant Professor at Department of Educational Sciences, Farhangian University, Tehran, Iran

3 Master of Educational Psychology, Islamic Azad University, Hamedan, Iran

10.48310/edup.2026.21866.1454

Abstract

Background and Objectives: Intellectual virtues contribute to human progress and the improvement of collective life as a member of the society in which they live. Improving teacher training requires understanding the factors related to their job commitment and job motivation. Accordingly, the present study aimed to predict spiritual well-being, commitment, and job motivation based on intellectual virtues of teachers in Asadabad city. Methods: The research method was descriptive and correlational. The statistical population included all teachers in Asadabad city in the 1404-1405 academic year. The statistical sample was 250 people selected using the Morgan and Kerjci table using the available sampling method. Participants answered standard questionnaires on spiritual well-being by Dehshiri, Najafi, Sohrabi, and Tarqijah (2013), job commitment by Blau and Bell (1989), job motivation by Herzberg (1997), and intellectual virtues by Delfan Beiranvand, Bayat, and Kardnoghabi (in press). The research data were analyzed with simultaneous regression and Pearson correlation using SPSS-25 software. Findings: The results showed that teachers' intellectual virtues are significant predictors of spiritual well-being, commitment, and job motivation (P < 0.05). According to the beta coefficient, intellectual virtues are the most powerful predictor of job motivation, spiritual well-being, and job commitment, respectively (B = 0.417). Conclusion:

Keywords

Main Subjects

Teacher Education Policy
Volume 8, Issue 3
November 2026
Pages 1-24

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History

  • Receive Date: 19 December 2025
  • Revise Date: 04 August 2026
  • Accept Date: 06 October 2026

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