Abstract

Background: An effective learning procedure is depended on the usefulness of the education system. In this context, education policymakers focus on recognizing factors influencing student learning outcomes. This study aims to investigate job alienation in high school teachers and its impacts on their job performance and quality of life. Materials and Methods: This descriptive study was conducted on teachers (N = 110) employed in the high schools of Shahroud County in the academic year of 2017-2018, who were selected by the random sampling method. For the purpose of data collection, Persian versions of the Work Alienation Scale (WAS), the Quality of Life Questionnaire (QOLQ), and the Job Performance (JP) Questionnaire were utilized. Data were analyzed using SPSS V21.0 and linear regression was used to predict variables. Results: According to the results, the coefficient of determination (R2) was 0.191 indicating that job alienation accounted for 19.1 of the variance in job performance. Based on the results, job alienation (P <0.01, β = -0.437) led to significant negative job performance. In addition, the coefficient of determination (R2) was 0.115 indicating that job alienation accounted for 11.5 of the variance in the quality of life. Based on the results, job alienation (β = -0.339, P <0.01) significantly predicted the quality of life. Conclusions: It is concluded that the working conditions of teachers should be improved constantly, taking into account the findings of this research and the factors identified as effective in causing work alienation.