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Investigation of Staff’s Job Satisfaction and Related Factors in TUMS Teaching Hospital
Seyed Mohammad Hadi Mousavi, Hossein Dargahi, Mojgan Asgari, Roya Sharifiyan, Golsa Shaham, Zahra Mokhtari,
Volume 10, Issue 2 (5-2016)
Abstract

Background and Aim: Organizational productivity and efficiency depends on staff members’ job satisfaction and performance. Without the participation of staff members, hospitals cannot play an important role in promoting the society’s health. This study aimed to determine staff’s job satisfaction in a teaching hospital of Tehran university of Medical Sciences (TUMS).
Materials and Methods: This descriptive, analytical cross-sectional research was conducted on 172 staff members of a teaching hospital, who had been selected through random sampling. The data-collection tool was a researcher-made questionnaire. The validity of the questionnaire was confirmed by the clinical governance department members and Cronbach’s alpha reliability estimate turned out to be 0.88. 
Results: Para-clinical and service employees getting the mean scores of 72.55 and 70.71 demonstrated desired job satisfaction; nursing and administrative-financial staff members, however, showed a relatively desired job satisfaction with mean scores of 60.04 and 53.52, respectively; and the difference between job groups was significant (p=0.02) regarding job satisfaction. The highest job satisfaction figure was related to job success and the lowest pertained to the nature of the job. There was a meaningful relationship between job satisfaction on the one hand and staff members’ gender, marital status, and type of employment on the other.
Conclusion: Staff’s job satisfaction in the studied hospital has increased due to the establishment of Iran’s Healthcare Reform Plan at the beginning of 2014. However, compared with other job groups, nurses are less satisfied; therefore, it is necessary to improve nursing job satisfaction through timely payments based on job performance and difficulty level.


Instructional Design Model Based on Control-Value Theory of Achievement Emotions and Its Effectiveness on Academic Achievement Motivation and Self-Regulated Learning
Nida Abdolahi, Mohamad Reza Nili Nili Ahmadabadi, Soghra Ebrahimi Qavam, Khadijeh Aliabadi, Mohammad Asgari,
Volume 15, Issue 1 (Apr & May 2021)
Abstract
Background and Aim: Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 
Materials and Methods: The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 
Results: The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 
Conclusion: The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learners' academic achievement motivation.

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