Investigating the Effect of Positive Thinking Skill on Professional Ethics and Job Satisfaction of University Staff

University staff, as the creators of the required conditions for education in any society, should be equipped with moral literacy and desirable job satisfaction. Therefore, they need continuous training in order to be aware of the effectiveness of training results by using comprehensive assessment. Accordingly, the aim of this study was to investigate the effect of positive thinking on professional ethics and job satisfaction of the staff of Islamic Azad University, Susangard Branch. The research design is quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this study included 55 employees of the Islamic Azad University, Susangard Branch in 2018.Among them are people who are in the pre-test stage of professional ethics and job satisfaction; A standard deviation was lower than the mean. In simple random sampling, 24 subjects were selected and randomly divided into experimental and control groups, with 12 subjects in each group. Data were collected using the Kadozir (2002) Professional Ethics Questionnaire and the Spector (1997) Job Satisfaction Questionnaire. The experimental group received 8 sessions of 90 minutes and only one session of positive thinking skills training as an intervention each week. While the control group did not receive any training. Data analysis was performed by univariate and multivariate analysis of covariance. Statistical analysis of data in two stages of post-test and follow-up showed that positive thinking skills training has a positive and significant effect on professional ethics and job satisfaction of the staff of the Islamic Azad University, Susangard Branch. According to these results, faculty and university administrators can use positive thinking skills training to increase professional ethics and job satisfaction of university staff.