نقش تعدیل‌گری معناداری شغلی در ارتباط بین پدیده صخره شیشه‌ای با سرزندگی مسیر شغلی و توسعه شغلی دانشجو معلمان زن

Introduction: The presence of women in society as an effective & valuable force and support plays a fundamental role in social & economic development. Their participation in the labor market not only enhances individual & family capabilities, but also strengthens the economic & cultural foundations of society. In recent years, despite social, political, & economic progress, women remain underrepresented in senior management positions (such as CEOs or board members) compared to men. One of the main obstacles to women's advancement to managerial & leadership positions is the glass cliff phenomenon, which can have multiple consequences. Therefore, the present study aimed to investigate the moderating role of career meaningfulness in the relationship between the glass cliff phenomenon and career vitality and career development among female student teachers. The glass cliff phenomenon is one of the main challenges for women to achieve higher career positions, and identifying the psychological factors affecting coping with it is an undeniable necessity. In the meantime, career meaningfulness can, as an important motivational option, reduce the negative effects of the glass cliff and increase the vitality of the career path and career development. Examining this relationship among female student teachers, in addition to helping to better understand their situation in their professional path, can guide policymakers and educational administrators in supporting and strengthening women's professional development. Also, theoretically, by integrating and integrating the concepts of the glass cliff, career vitality, and career meaningfulness, the present study helps to promote and improve the literature of educational management, career counseling, and industrial-organizational psychology and the field of education, and provides an arena for further studies in this area.

Method: This descriptive-correlational studies and statistical population comprised approximately 1,352 female student teachers enrolled in postgraduate programs at Farhangian University campuses in Isfahan province. Through convenience sampling and based on Cochran's sample size formula, 272 individuals were selected as the sample. The research instruments included four questionnaires: the glass cliff questionnaire (Nasiri et al., 2015), the career vitality questionnaire (Ryan & Frederick, 1997), the professional development questionnaire (New Jersey Department of Education, 2014), and the career meaningfulness questionnaire (May et al., 2004). The construct validity of all four questionnaires was confirmed, and their reliability, estimated using Cronbach's alpha coefficient, was deemed satisfactory. Data analysis was performed at the descriptive level (frequency, percentage, mean, standard deviation, skewness, and kurtosis) and inferential level (path analysis in standard and bootstrap modes) using SPSS version 26 and Smart PLS statistical software.

Results: The findings show that the average of the glass cliff phenomenon (3.54), career meaningfulness (4.25), career development (3.77), and career path vitality (3.76) are above the average (3).

The path coefficient of the glass cliff and career vitality (B=-0.221, t=5.893) is negative and significant, and the path coefficient of career meaningfulness and career vitality (B=0.536, t=13.537) is positive and significant. Also, the moderating role of career meaningfulness in the relationship between the glass cliff phenomenon and career vitality (B=0.222, t=6.208) is positive and significant.

The path coefficient of the glass cliff and career development (B=-0.184, t=4.14) is negative and significant, and the path coefficient of career significance and career development (B=0.414, t=4.458) is positive and significant. Also, the moderating role of career significance in the relationship between the glass cliff phenomenon and career development (B=0.256, t=6.2144) is positive and significant.

Conclusion: The findings revealed a significant negative relationship between the glass cliff phenomenon and both career vitality and career development among female student teachers. Conversely, a significant positive relationship was found between career meaningfulness and both career vitality and career development. The results also indicated that career meaningfulness plays a moderating role in the relationship between the glass cliff phenomenon and career vitality and career development. Based on the findings, it can be concluded that while the glass cliff phenomenon, as an obstacle, challenges the career paths of female student teachers, career meaningfulness can mitigate its negative effects by fostering intrinsic motivation. Paying attention to these findings can inform the design of effective career development and empowerment programs for female student teachers.

Based on the research results, the following practical suggestions were made:

-To reduce the impact of the glass cliff phenomenon on career vitality, many student teachers may see the path to advancement only in "management" or "educational group leader", which are usually limited and competitive (and the glass cliff is probably more pronounced in them). It is suggested that universities define diverse paths to excellence (e.g., "research teacher", "technological teacher", "educational content designer", "mentor trainer"). If students know that there is not only one narrow path to progress and shine, they will not feel deadlocked and their vitality will be maintained.

-Given the significant and negative impact of the glass cliff phenomenon on the career development of female student teachers, it is suggested that the education system and Farhangian University create "career path intervention programs" including specific mentoring for female student teachers, designing empowerment workshops aimed at familiarizing them with strategies for dealing with structural barriers to progress, and also creating professional and support networks for female teachers, thereby providing the necessary platform to neutralize the effects of this phenomenon. These measures can provide alternative paths for the professional progress and flourishing of these students by providing successful role models, increasing social capital, and strengthening self-efficacy, and prevent their career development from stopping or slowing down in the face of this invisible obstacle.

-Given the positive and significant impact of job meaningfulness on the career vitality of female student teachers, it is suggested that Farhangian University and teacher education centers design targeted programs throughout the education period to strengthen student teachers' understanding of the value and impact of the teaching profession. This can be achieved by including course units centered on the philosophy and mission of teaching, holding narrative study sessions with experienced and influential teachers, and creating opportunities for guided reflection on meaningful experiences during internships (such as seeing the positive impact of one's teaching on students). When student teachers understand the depth of their impact on the future of society and see their work as more than a job, but as a mission, their levels of energy, enthusiasm, and continuous learning (career vitality) will naturally and sustainably increase.

-Given the positive and significant impact of job meaningfulness on the career development of female student teachers, it is suggested that the education system and Farhangian University consider job meaningfulness as a "strategic capital" for professional advancement and, by integrating it into career planning processes, provide the necessary platform for the flourishing of talents. This is achieved by designing personal development programs based on the values and personal interests of student teachers, creating a database of research and educational opportunities appropriate to the teaching mission, and encouraging them to conduct action research on topics that are meaningful to them and relevant to real classroom challenges. When student teachers understand that their career development path (such as continuing their education, taking specialized courses, or conducting research) is not simply about advancing their personal status, but rather about making them more effective and efficient teachers, ultimately benefiting students and society, they will find a deeper motivation to invest in their career development and will pursue this path with greater enthusiasm and commitment.