Abstract:

The purpose of the present study was to explore the relationship between perceives of classroom teachers’ job complexity and the level of performing adaptive behaviors. Data in this study were collected from a total number of 262 classroom teachers. Classroom teachers’ perceives of job complexity was measured using job complexity subscale of the work design questionnaire developed by Morgeson and Humphrey (2006) and the level of performing adaptive behaviors was measured using task adaptivity scale developed by Griffin et al. (2007). Mean, standard deviation, correlation and regression test were used in analysis of data. Data analysis indicated that there was a significant positively correlation between job complexity and the level of performing adaptive behaviors, and job complexity was significantly predictor of the level of performing adaptive behaviors.

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