Effect of Teaching the Interactive Skills on Job Self-Efficacy, Job Compatibility and Social well-being of PE Teachers

The aim of this research was to measure the effect of an educational intervention of interactive skills on job self-efficacy, job compatibility and social well-being of physical education (PE) teachers. This study was a quasi-experimental research including two groups and pretest-posttest, as well as follow-up study. Hence, 33 PE teachers from Isfahan’s second educational district were selected by availability sampling method and then accidentally divided in two groups (experimental group: 17, control group: 16). Educational protocol in this study especially designed for PE teachers, with using the Queendom’s communication skill model (2001). The instruments employed in this research for measuring the efficiency of the research’s educational protocol includes; Betz, Klein & Taylor’s job self-efficacy (1996), Dawis & Lofqist’s job compatibility (1991), and Keyes’s social well-being (1998). The Covariance analyzing test as well as Repeated Measure ANOVA employed for analyzing the data provided by research’s instruments. The results indicated that educational intervention of interactive skills significantly effect on improving the PE teachers’ job self-efficacy, job compatibility and social well-being, after participating at the 7 educational sessions. Furthermore, effect of mentioned educational intervention was stable after 12 weeks from finishing the educational sessions.