فهرست نشریات علمی دسترسی آزاد ایران

Background: Information literacy is essential for teachers, enabling them to effectively access, evaluate, and use information in teaching. This study investigated the relationship between information literacy and job performance among primary school teachers in Naqhadeh city, Iran.Methods: The study employed a correlational design using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study aimed to examine the relationship between information literacy and job performance of primary school teachers during the academic year 2021-2022. The target population consisted of all primary school teachers in Naqhadeh, Iran. From a total of 512 teachers, the sample size was determined to be 230 using Krejcie and Morgan’s table with simple random sampling. A self-administered questionnaire was used, adapted from Chang’s information literacy scale and Patterson’s job performance scale. The questionnaire included 29 items measuring four dimensions: information perception, information selection, information evaluation, and information utilization. Items were scored on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Content validity was established by reviewing relevant literature and obtaining feedback from experts. The questionnaire’s reliability was estimated using Cronbach’s alpha coefficient, which was above 0.7 for all the variables. Data were analyzed using SPSS version 26 and SEM with Smart PLS 3.2.8 software.Results: The results showed that there were significant positive relationships between information perception and job performance (r=0.84, P<0.001), information selection and job performance (r=0.15, P<0.001), and information evaluation and job performance (r=0.09, P<0.01). However, there was no significant relationship between information utilization and job performance (r=-0.02, P>0.05).Conclusion: The findings suggest that information literacy skills are positively associated with teachers’ job performance. Therefore, it is recommended that teachers’ information literacy skills be enhanced through training programs and workshops.