The Effects of Teaching Management of Work-family Roles Based on Ecological Approach on the Efficacy of Female Teachers

The current study takes an ecological approach to investigate whether teaching management of work-family roles increases the self-efficacy of female teachers. The population of the study was female teachers in region 18 of the Ministry of Education in Tehran during the academic year 1388-1389. Samples were randomly selected from candidates interested in participating in the training program. Of 38 volunteer teachers, 24 were selected randomly and divided into two sub-groups: the experimental and control groups; each consisting of 12 subjects. The experimental group was trained for 12 sessions on strategies and skills for managing workfamily roles by an ecological approach. Based on pretest-posttest design of Sherer et al. self-efficacy questionnaire was used throughout the project. The result of the Covariance analysis indicated that training on managing the work-family roles to female teachers positively affected their scores in the self-efficacy questionnaire.