The Effectiveness of Positive Cognitive-Behavioral Interaction program on Mental Health and Job Satisfaction of Teachers

Abstract

The purpose of this study was to evaluate the effectiveness of group-based positive cognitive-behavioral interaction program on improving mental health and job satisfaction of teachers in Bukan. The research method was experimental in the form of a pretest-posttest quasi-experimental design with control group. The statistical population included all male elementary school teachers in Buchan city in the academic year of 1997-98, from which 30 people were selected by cluster random sampling and randomly assigned to experimental and control groups. Data collection tools included Mental Health Questionnaire (2002) and Minnesota Job Satisfaction Questionnaire (MSQ) that were administered to the experimental and control groups before and after the intervention. The group interaction program was based on a positive cognitive-behavioral approach and was administered to the experimental group during 8 group sessions and 90 minutes duration but no intervention was performed on the control group. Data were analyzed using multivariate analysis of covariance. The results showed that there was a significant difference between the mean scores of job satisfaction components (job type, promotion opportunities, organizational climate and leadership style) and all components of mental health during pre-test and post-test stages in the experimental group; While this difference was not significant in the control group.

Keywords

• mental health
• job satisfaction
• positive psychology
• cognitive-behavioral therapy
• teachers