Background and Aim:The purpose of the present study was to investigate the relationship between psychologicalterror and jobstagnation among teachers with the mediating role of subjectivehappiness.
Methods:This research is based on the main strategy: quantitative; in terms of purpose, applied and in terms of method, descriptive-survey of correlation type which was conducted by structural equation modeling. The statistical population included all teachers of public and non-profit schools of WestAzerbaijan province in the academic year2023-2024; 50,000 people, of which380 people were selected as a sample by random cluster sampling method according to Klein's rule. To collect data, three questionnaires of job stagnation Allen(2004); Oxford happiness(2011), and Mobbing Ma'ali Tafti et al.(2021) were used.The validity of the instruments was confirmed by content and construct validity, and their reliability was confirmed by Cronbach's alpha coefficient.Data analysis was performed withSpss.vs.22andLisrel8.8software.
Results: The findings showed that mobbing had a direct and significant effect on teachers' job stagnation(β = 0.75);and mobbing had a significant direct effect on subjective happiness(β = -0.49);and subjective happiness had a significant and inverse effect on job stagnation(β = -0.26);and the indirect effect of mobbing on job stagnation through the mediation of subjective happiness was(β = -0.127); and the total effect was(-0.87); and was significant inversely(p<0.05).
Conclusion:The existence of mobbing reduces the mental happiness and increases the stagnation of teachers in schools.Therefore, it is necessary to implement support programs and training workshops to reduce workplace conflicts and promote the mental happiness of teachers in order to improve the quality of education.