Volume 18, Issue 2 (Occupational Medicine Quarterly Journal 2026)
tkj 2026, 18(2): 34-44 |
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Ethics code: IR.IAU.KHUISF.REC.1404.444
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Jafari A, Mehdad A. Comparison of Job Performance, Job Satisfaction, and Job Commitment Before, During, and After the Menstrual Cycle among Teachers. tkj 2026; 18 (2) :34-44
URL: http://tkj.ssu.ac.ir/article-1-1408-en.html
URL: http://tkj.ssu.ac.ir/article-1-1408-en.html
Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran , alimahdad@iau.ac.ir
Abstract: (42 Views)
Introduction: The menstrual cycle and its related factors can influence women's job performance, job satisfaction, and job commitment at each stage of the cycle. This is due to the different hormonal and physiological changes that occur in women's bodies, along with their consequent mood effects. Therefore, the purpose of the present study was to compare job performance, job satisfaction, and job commitment in three stages: before, during, and after the menstrual period among female teachers.
Materials and Methods: This descriptive research was a causal-comparative (ex-post facto) study. The statistical population included female teachers working in schools in Baharestan, Isfahan. A sample of 73 individuals was selected using convenience sampling. Data were collected using Patterson's Job Performance Questionnaire (1970), Smith et al.'s Job Satisfaction Questionnaire (1969), and Blau's Job Commitment Questionnaire (1985). Data analysis was performed using SPSS software version 25.
Results: The results of statistical tests indicated that job performance, job satisfaction, and job commitment showed significant differences across the three time intervals of pre-menstruation, menstruation, and post-menstruation (p< 0.01). The greatest decrease in job performance and job satisfaction was observed during menstruation, while these variables returned to their initial levels after the menstrual period ended. Furthermore, job commitment significantly decreased during menstruation and reached its lowest level thereafter.
Conclusion: It is suggested that education policymakers adopt appropriate actions to support female teachers during their menstrual periods. These actions could include flexibility in working hours, task adjustments, and providing supportive conditions.
Materials and Methods: This descriptive research was a causal-comparative (ex-post facto) study. The statistical population included female teachers working in schools in Baharestan, Isfahan. A sample of 73 individuals was selected using convenience sampling. Data were collected using Patterson's Job Performance Questionnaire (1970), Smith et al.'s Job Satisfaction Questionnaire (1969), and Blau's Job Commitment Questionnaire (1985). Data analysis was performed using SPSS software version 25.
Results: The results of statistical tests indicated that job performance, job satisfaction, and job commitment showed significant differences across the three time intervals of pre-menstruation, menstruation, and post-menstruation (p< 0.01). The greatest decrease in job performance and job satisfaction was observed during menstruation, while these variables returned to their initial levels after the menstrual period ended. Furthermore, job commitment significantly decreased during menstruation and reached its lowest level thereafter.
Conclusion: It is suggested that education policymakers adopt appropriate actions to support female teachers during their menstrual periods. These actions could include flexibility in working hours, task adjustments, and providing supportive conditions.
Type of Study: Research |
Subject:
occupational medicine
Received: 2026/02/16 | Accepted: 2026/06/20 | Published: 2026/08/1
Received: 2026/02/16 | Accepted: 2026/06/20 | Published: 2026/08/1
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