Objective: Enhancing human resource productivity in schools is a critical priority in educational policy, particularly through the psychological traits of administrators. This study examined the predictive roles of Job Engagement, commitment to change, and psychological hardiness in human resource productivity among secondary school principals in Khoy, Iran.
Method: Using a descriptive–correlational design, 178 principals (response rate: 98.3%) were selected via simple random sampling from a population of 331. Data were gathered through validated scales: Utrecht Work Engagement Scale (α = 0.754), Commitment to Change Scale (α = 0.808), Occupational Hardiness Questionnaire (α = 0.773), and Human Resource Productivity Questionnaire (α = 0.854). Analyses included Pearson correlation and simultaneous multiple regression in SPSS v.26.
Results: Job Engagement (r = 0.421, p < 0.01) and hardiness (r = 0.633, p < 0.01) showed significant positive correlations with productivity; commitment to change had a weak but significant link (r = 0.211, p < 0.05). In regression, the model explained 54.5% of productivity variance (R² = 0.545, F (3, 177) = 70.57, p < 0.001). Hardiness (β = 0.605) and Job Engagement (β = 0.369) were significant predictors (p < 0.001), while commitment to change was not (β = 0.032, p = 0.579).
Conclusions: Psychological hardiness and Job Engagement are vital for boosting administrative productivity. Commitment to change, though attitudinally positive, lacks direct predictive power without supportive structures. Resilience- and motivation-focused professional development is recommended for school leaders
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