The Study effect of problem solving skills training on self-efficacy and resiliency of preschool teachers of Tehran city

The present study aims to Investigate the effectiveness teaching problem solving skills for self-efficacy and resilience of preschool teachers in Tehran has been performed. This research is a quasi-experimental project with a pre-test-post-test design with a control group and a follow-up stage. The statistical population under study includes preschool teachers in the fifth district of Tehran in 1398. Bandura's self-efficacy questionnaire with 25 items, the self-efficacy variable, and Connor and Davidson's infertility questionnaire, including 25 questions that measure resilience variables, were used as assessment tools. In order to conduct this study, 40 preschool teachers who were purposefully selected and replaced in two experimental and control groups completed the questionnaire. Then, the members of the experimental group were trained in problem solving skills for 8 2-hour sessions and after the training, the test was performed on the trainers of both groups. In order to analyze the data and investigate the research questions, the univariate and correlation t-correlation analysis test was used. According to the research findings, the self-efficacy and resilience of educators who received problem-solving skills training is higher than those who did not receive problem-solving skills training. Also, the level of self-efficacy and resilience of these coaches has a good stability.