Introduction and goal: Teacher effectiveness is one of the most important factors in improving the quality of the educational system, and identifying its determinants can play a key role in enhancing school performance. The aim of this study was to predict the effectiveness of elementary school teachers in Nourabad Mamasani based on their organizational commitment and Islamic work ethics.
Research methodology: This applied research employed a descriptive-correlational and cross-sectional design. The statistical population included all elementary school teachers in Nourabad Mamasani (N = 485). Based on Morgan’s table, a sample of 215 teachers was selected through cluster sampling. Standardized instruments were used: Adam Lindgren’s Organizational Commitment Questionnaire (2004), Ali Al-Kazemi’s Islamic Work Ethics Questionnaire (2007), and the Teacher Effectiveness Scale by Chu and Buli (2007). Content validity was confirmed by experts, and reliability coefficients (Cronbach’s alpha) were 0.833, 0.872, and 0.806, respectively. Data were analyzed using regression analysis, independent t-tests, and SPSS software.
Findings: The results indicated that both organizational commitment and Islamic work ethics were positively and significantly related to teacher effectiveness and demonstrated strong predictive power. Teacher effectiveness and Islamic work ethics did not differ significantly between male and female teachers, whereas a significant gender difference was found in organizational commitment. Overall, the combination of organizational commitment and Islamic work ethics significantly predicted the effectiveness of elementary school teachers.
Conclusion:. Organizational commitment and Islamic work ethics play a crucial role in enhancing teacher effectiveness and can serve as significant predictors. While gender does not affect teacher effectiveness or Islamic work ethics, it does influence organizational commitment. Strengthening organizational commitment and promoting Islamic work ethics can thus contribute to improved teacher performance and effectiveness.