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Improving students' academic buoyancy is a priority of education and health systems. The main purpose of this study was structural analysis of the relationship between health literacy, organizational support, school climate with students' academic buoyancy by teachers’ and school nurses’ job performance mediation in health promoting schools. The method of this correlation research is based on structural equation model. 160 health promoting schools were selected by stratified random sampling and two teachers, one health nurse and two students were randomly selected from each school. In total, 160 health nurses, 320 teachers and 960 students were studied. Annual teachers’ and school nurses’ job performance score, health literacy, organizational support, school climate and academic buoyancy questionnaires were used to collect data. Smart-PLS structural equation model has been used to analyze the data. The path coefficient of direct effect of organizational support on the performance of teachers and school nurses was 0.48, the correlation between performance with academic buoyancy was 0.74, the correlation between school climate and performance was 0.33 (P <0.05). The path coefficient of indirect effects of organizational support on academic buoyancy mediated by the performance was 0.36 and also the indirect correlation between school climate and academic buoyancy mediated by the performance was 0.24 (P <0.05). The direct effect of school climate, organizational support and health literacy on academic buoyancy is not significant (P> 0.05). Attention to improving the performance and organizational support of teachers leads to improving the academic buoyancy of students.

Objectives: The present study aimed to investigate the relationship between active work behaviors, transformational leadership style, and work engagement of vocational school teachers with the mediating role of innovation culture using Structural Equation Modeling(SEM). Methods & Materials: This research is applied and correlational. The study population consisted of teachers of vocational school in Urmia city during the academic year 2021-2022, totaling 309 individuals. A sample of 200 teachers was selected using stratified random sampling and Cochran's formula. The data were collected using the Zopiatis et al. work engagement questionnaire (2014), Tornau and Ferse's active work behaviors scale (2013), Bass and Avolio's transformational leadership style scale (1995) and Dobni's innovation culture scale (2008). The validity and reliability of the instruments were confirmed. Structural equation modeling (SEM) was used to analyze the data using SPSS and AMOS24 software. Results: In this study, a model of relevant variables affecting work engagement was examined. The findings showed that innovation culture and active job behaviors have a direct, positive, and significant effect on work engagement. The direct effect of active job behaviors, transformational leadership style on innovation culture is positive and significant. Moreover, the mediating roles of innovation culture on work engagement were confirmed. Active job behaviors, transformational leadership style, affect work engagement through the mediating variable of positive and meaningful innovation culture. Conclusions:The findings highlighted the importance and role of active job behaviors and transformational leadership style in increasing work engagement of vocational school’s teachers  through innovation culture

Migration has become an international challenge that has affected all social institutions, especially the educational system, in terms of changing the composition of the cultural context of students. Therefore, intercultural communication is the key to creating social harmony. The aim of research was to analyze intercultural interactions from the perspective of primary school students and their teachers in Ardakan City, using grounded theory method. The research field includes teachers and pupils of different ethnic groups in Ardakan City, and purposeful sampling methods (semi-structured interview & free group interview) for data collection and open, central, and selective coding methods for data analysis were used, respectively. The findings of the research point to three similarities between the views of teachers and students and two basic differences: Effectiveness of intercultural interactions makes students more prepared to accept and choose a transformational strategy and live in a multicultural society under the influence of age characteristics. In contrast, teachers' efforts to ignore and downplay cultural differences are based on emphasizing the national and systemic curriculum and devoting more time. The results of the research indicate that intercultural interactions in immigrant-accepting areas should be considered by policymakers and educational planners in order to reduce tensions and lead to intercultural synergy