The Efficacy of Teaching Program Based on Pro-social Behavior on Psychological Well-being in Teachers
Document Type : Original Article
Author
Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
10.22098/pbeo.2025.17456.1058
Abstract
Background and Aim: The importance of paying attention to the mental health and well-being of students is not covered by education, and the presence of teachers in the classroom who have high psychological well-being is important because they also teach well-being. Therefore, the aim of this study was to evaluate the efficacy of teaching program based on pro-social behavior on psychological well-bing in teachers.
Methods: The research design was a quasi-experimental and a pretest-posttest with a control group. The sample consisted of 32 teachers who were selected by purpose sampling in the schools of Sanandaj, and were randomly assigned to experimental and control groups. The experimental group was based on a curriculum Participated in pro-social behavior in 10 sessions. Ryff Psychological Well-being Questionnaire was completed before and after the intervention in both groups. The data were analyzed by SPSS-26 software in two levels of descriptive (mean and standard deviation) and inferential statistics with covariance (MANCOVA).
Results: The results showed that the mean psychological well-being of teachers after intervention in post-test was increased in the experimental group (47.56 ± 13.65) compared to the control group (37.00 ± 5.34) and this increase was statistically significant.
Conclusion: The findings suggest that teaching program based on pro-social behavior can be considered as an appropriate intervention to increase the psychological well-being of teachers.
Methods: The research design was a quasi-experimental and a pretest-posttest with a control group. The sample consisted of 32 teachers who were selected by purpose sampling in the schools of Sanandaj, and were randomly assigned to experimental and control groups. The experimental group was based on a curriculum Participated in pro-social behavior in 10 sessions. Ryff Psychological Well-being Questionnaire was completed before and after the intervention in both groups. The data were analyzed by SPSS-26 software in two levels of descriptive (mean and standard deviation) and inferential statistics with covariance (MANCOVA).
Results: The results showed that the mean psychological well-being of teachers after intervention in post-test was increased in the experimental group (47.56 ± 13.65) compared to the control group (37.00 ± 5.34) and this increase was statistically significant.
Conclusion: The findings suggest that teaching program based on pro-social behavior can be considered as an appropriate intervention to increase the psychological well-being of teachers.
Keywords
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