Document Type : Original Article
Authors
1
M. A. student in Educational Administration, Department of Education, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran.
2
Associate Professor of Educational Administration, Department of Education, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
Abstract
This study aimed to investigate the effect of teaching competencies on teachers' job performance through the mediating role of job embeddedness and organizational accountability. The research was applied in terms of purpose and employed a descriptive-survey design. The statistical population consisted of all teachers working in schools in Nimruz County, Sistan and Baluchestan Province, Iran, during the 2025–2026 academic year (N = 1,514; 719 females and 795 males). A total of 307 teachers were selected through random sampling. Data were collected using standardized questionnaires measuring teaching competencies, job performance, job embeddedness, and organizational accountability. The validity of the instruments was confirmed through content, construct, convergent, and discriminant validity, while their reliability was verified using Cronbach's alpha and composite reliability coefficients. The data were analyzed using structural equation modeling (SEM) with SmartPLS 3 software. The findings revealed that teaching competencies had a positive and significant effect on teachers' job performance both directly and indirectly through the mediating roles of job embeddedness and organizational accountability. Based on these findings, it is recommended that teacher education programs place greater emphasis on developing professional competencies, including subject matter knowledge, pedagogical content knowledge, instructional strategies, communication skills, assessment and evaluation, professional attitudes and values, and professional skills. Furthermore, cognitive, affective, and skill-based competency criteria should be incorporated into teacher recruitment, promotion, and performance evaluation processes. In addition, in-service teacher training programs should be regularly updated to address professional needs such as innovative instructional design, classroom management, and student-centered learning assessment.
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