The Effect of Social Activity on Occupational Resilience and the Performance of Elementary School Teachers

Bahareh Gholinejad Pirbazari

doi:10.63053/ijhes.159

Authors

Bahareh Gholinejad Pirbazari Master of Science in Technical Communication Emphasis: Professional, Technical, Business, and Scientific Writing Missouri University of Science and Technology

DOI:

https://doi.org/10.63053/ijhes.159

Keywords:

Social activity, occupational resilience, teacher performance, educational leadership, school climate, communication in education, burnout prevention, teacher wellbeing

Abstract

This study examines how social activity influences occupational resilience and job performance among elementary school teachers. Drawing on a survey of 374 teachers in Tabriz, Iran, the research applied structural equation modeling to explore the relationships between these variables. The findings reveal that teachers who are more socially engaged demonstrate stronger resilience and higher performance in the classroom. These results underscore the importance of fostering collegial networks, supportive school climates, and communication practices that build a sense of belonging and shared responsibility. By highlighting the role of social activity as a driver of both resilience and performance, this study provides actionable insights for educational leaders and policymakers seeking to enhance teacher wellbeing, professional growth, and long-term retention

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