The Roles of School Principals in Strengthening and Developing Thriving at Work among Teachers: the Results of a Mixed Research

Introduction: School principals play a pivotal role in the success of schools. They have a unique opportunity to influence the implementation of regulations and provide opportunities for the growth and development of teachers, staff, and students. Numerous studies have noted the impact of school principals on the structure, culture, and missions of the school, creating and maintaining a healthy and positive learning environment, the growth and development of teachers' professions, encouraging teachers, ensuring their satisfaction, and Thriving (Cherian & Daniel,2008; Ross & Cozzens,2016). Thriving at work is one of the examples of people's growth in work environments. During thriving at work, employees feel empowered and experience a high level of psychological performance (self-fulfillment) (Nielsen et al, 2012). Thriving at work is a mental state in which people experience a sense of excitement and learning together in their work. The learning dimension refers to the knowledge and skills acquired, and the enthusiasm dimension refers to the positive and energetic feeling of being in the work environment (Spretizer et al, 2005). Both Common Sense and research in the field of thriving at work suggest that thriving at work has benefits such as a healthier lifestyle and better judgment about conditions, well-being, physical and mental health for employees and better work performance, innovative work behaviors, organizational citizenship behaviors for their organizations(Carmeli & Spretizer, 2009; Spretizer et al, 2012; Paterson et al, 2014). Researchers believe that factors such as trust and respect, resource development, information distribution, and adequate oversight, safe working conditions, organizational support, leadership style, and behavior leaders affect a thriving at work(Spretizer et al,2012; Taneva & Arnold,2015; Abid et al, 2015). Method: The present mixed research has been implemented to identify the roles of school principals in strengthening thriving at work among teachers and evaluating the existent status of Khorramabad schools. For this purpose, descriptive phenomenology was applied as a qualitative research method. In the qualitative section, by using purposeful and snowball sampling, 13 famous, experience, and excellent teachers and principals, who according to parents' and administrators' reports can be regarded as enjoying thriving at work, were selected and interviewed. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using the inductive content analysis method was conducted in three open, axial, and selective levels.
Results: 28 indicators and 6 dimensions (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model) were recognized by using content analysis and coding procedure of interviews.  in the quantitative section of this research applied a descriptive correlation and based on the identified indicators and dimensions a valid and reliable questionnaire was developed and completed by325 teachers selected from 2650 teachers in Khorramabad using a stratified random sampling method and Cochran's formula. Exploratory factor analysis was performed to investigate the Factor structure and dimensional status. In exploratory factor analysis, the factor structure of the questionnaire was examined using the “Principal Component Analysis " method. In the next step, an "Oilman rotation" was performed to determine the most appropriate factors.
By exploratory factor analyses is, 28indicators were identified and were classified into 6 dimensions (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose, and playing role model (in the next step, To test the dimensions identified in the qualitative section regarding roles of school principals in strengthening thriving at work among teachers, second-order confirmatory factor analysis was used. Results of confirmatory factor analysis revealed that the measurement model of latent variable has a good fit with observed data. To evaluating the existing status of the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools in 6-dimension has been used t-test. Since the level of significance in all 6 dimensions of the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools is less than 0.05, it can be said with 0.95 confidence that the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools has been significantly higher than average in 6 dimensions. Discussion and Conclusion: Based on the results, it can be claimed that all 6 dimensions obtained from the duties of school principals(stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model)have an important and effective role in strengthening and developing thriving at work of Khorramabad school teachers so that school principals can increase the morale and motivation of teachers and improve the quality of their performance by improving working conditions, providing the ground for teachers 'participation in decisions, and giving importance and using teachers' opinions in schools. They create knowledge-generating opportunities for teachers in both in-service training courses both courses in higher education centers and universities provide opportunities for professional learning and the growth and development of teachers. Teachers' participation in decision-making also makes teachers feel that they are important people, that their opinions and ideas are important to principals, and that they build mutual trust between them. Teachers' participation in decision-making leads to a greater sense of belonging, unity, and commitment of teachers to the educational organization and provides opportunities to use the expertise and capabilities of teachers, increase teacher productivity, improve the individual and the organization. In addition, principals provide educational facilities, facilities, and equipment in schools causes the use of new teaching methods, increases the depth of learning in the minds of students, growth of creativity and innovation among students, strengthens the spirit of inquiry, participation, and thinking of students, strengthens educational processes (learning and teaching) and ultimately improves the quality of education. They increase teachers' performance and motivation by giving them a reasonable degree of autonomy and independence. People are more likely to experience more excitement and learning when they act on their will. In addition to the above, it can be said that without a doubt, most of the principals' time is spent in direct and indirect contact with teachers. The quality of behavior, speech and managerial duties of school principals has a significant impact on teachers. They are role models for teachers in the scientific, religious, moral, disciplinary, legal, and personality fields. The results show that no matter how much school principals try to stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model, teachers also pay more attention to students. And they make the best use of class time and educational facilities for the growth and development of students and experience more thriving in their work.