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The aim of this research was to investigate the relationships between perceived organization support with participation to decision-making, organizational citizenship behaviors, job scope, trust to supervisor, pay satisfaction, extra role behavior, job involvement, work involvement, promotion opportunity, internal motivation, supervision quality, tend to stay, job alternatives, intention to turnover, and satisfaction from supervisor and coworkers. The second aim of this research was extraction of direct and no direct relationships between perceived organizational supports with 17 research variables. To this end, 295 persons were randomly selected from one public sector organization. The instruments which used in this research were: Eisenberger et al.’s perceived organizational support, and 17 questionnaires for the assessment of research variables. The data were analyzed using Pearson’s correlation coefficient and path analysis. The results showed that there are significant negative relationships between intention to turnover and job alternatives with perceived organizational supports and significant positive relationships between the remaining research variables at highest level for participation to decision making and at lowest level for internal motivation] with perceived organizational support. The results of path analysis showed that among the research variables, only participation to decision making, pay satisfaction, promotion opportunity, internal motivation, supervision quality and organizational trust showed significant direct relationships with perceived organizational support. In general, on the basis of path analysis, the model of direct and indirect paths was extracted for perceived organizational support.

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The aim of this study was to determine the extent to which academic admission criteria predict prospective teachers’ competency during teacher education program. To this end, a total of 186 prospective teachers majoring in Teaching English as a Foreign Language at Teacher Education University in Iran were selected as the convenience sample of the study. They completed two questionnaires, Prospective Teachers’ Professional Attitude and Prospective Teachers’ Professional Identity. The participants’ high school GPA, university entrance score, and university GPA were also obtained. The results of Pearson product-moment correlations indicated a significant positive correlation among academic measures of high school GPA, university entrance score, and university GPA but no significant correlation was detected between these academic measures and nonacademic measures of professional identity and professional attitude. The results of hierarchical regression analyses showed that the two admission criteria had just predictive validity for university academic achievement; however they could not predict prospective teachers’ professional attitude or their professional identity. Based on the findings of this study, it would be concluded that the academic measures used for admitting candidates into the program have low predictive validity for predicting non-academic attributes of teacher competenc