Mazandaran Association of Emergency Medicine Humanistic Studies and Social Researches 3092-6467 2 1 2025 12 18 A Review of the Correlation Between Psychological Assessments in Human Resources and Job Satisfaction & Organizational Commitment in Educational Institutions 236496 10.22034/hssr.2025.236496 EN Yaser Parvini Department of Management, Islamic Azad University, South Tehran Branch, Tehran, Iran 0009-0007-3989-1081 Journal Article <strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;">Background:</span></strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;"> Educational institutions globally face significant human resource (HR) challenges, including teacher burnout, attrition, and fluctuating morale. In response, psychological assessments are increasingly integrated into HR practices for selection, development, and retention. A clear synthesis of how these tools correlate with critical organizational outcomes—job satisfaction and organizational commitment—is needed.</span><br><strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;">Aims:</span></strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;"> This review aims to critically examine empirical evidence on the relationship between standardized psychological assessments used in educational HR and the job satisfaction and organizational commitment of teaching and administrative staff.</span><br><strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;">Methods:</span></strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;"> A narrative review methodology was employed. Peer-reviewed articles, empirical studies, and meta-analyses published between 2000-2025 were identified through systematic searches in databases including Scopus, Web of Science, PsycINFO, and ERIC. Keywords included: "psychological assessment," "personality," "emotional intelligence," "teacher job satisfaction," "organizational commitment," and "educational human resources."</span><br><strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;">Results:</span></strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;"> Consistent positive correlations were found between specific psychological constructs and the outcomes of interest. Personality traits, particularly conscientiousness and emotional stability, and higher emotional intelligence (EI) show strong, direct associations with increased job satisfaction and affective commitment. Person-organization fit, often measured through value congruency assessments, emerges as a significant mediator.</span><br><strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;">Conclusion:</span></strong><span style="font-size: 14.0pt; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #0f1115; mso-font-kerning: 0pt; mso-ligatures: none;"> Psychological assessments, when ethically and strategically applied, provide valuable predictive and diagnostic insights for enhancing workforce well-being and stability in educational settings. Future HR practices should leverage these tools not merely for selection but for ongoing professional development and fostering a supportive organizational climate.</span> https://www.hssres.com/article_236496_a652a01dc5044c993ec4da204eee998b.pdf