This study builds on an existing structural model developed to examine the influence of

leadership and organizational culture on innovation and satisfaction of engineers in Australian

public sectors (APS). The objective of this study is to increase the understanding of

innovation process with a focus on causal relationships among critical factors. To achieve this

objective, the study develops an assessment approach to help predict creativity and work

meaningfulness of engineers in the APS. Three quantitative analysis methods were sequentially

conducted in this study including correlation analysis, path analysis, and Bayesian

networks. A correlation analysis was conducted to pinpoint the strong association between

key factors studied. Subsequently, path analysis was employed to identify critical pathways

which were accordingly used as a structure to develop Bayesian networks. The findings of

the study revealed practical strategies for promoting (1) transformational leadership and (2)

innovative culture in public sector organizations since these two factors were found to be key

drivers for individual creativity and work meaningfulness of their engineers. This integrated

approach may be used as a decision support tool for managing the innovation process for

engineers in the public sectors.

Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Teachers Questionnaire (Moafian & Pishghadam, 2008), Teacher Credibility Scale (McCroskey & Teven, 1999), Student Stroke Scale (Pishghadam & Khajavi, 2014), and WTAC Scale (Rajabnejad, Pishghadam, & Saboori, 2017). For data analysis, Pearson multiple correlation coefficients and path analysis were employed. The results of correlational analyses revealed a significantly positive correlation, first, between teacher success and students’ WTAC, secondly, between teacher credibility and students’ WTAC, and thirdly, between teacher stroke and students’ WTAC. Furthermore, the results of path analysis indicated that students’ WTAC was significantly predicted by teacher success, credibility, and stroke. At the end, the results were discussed in light of previous findings, and potential conclusions were made in the EFL context accordingly.