Investigation of the Effectiveness of the Positive Education Program on Teachers' Teaching Self-Efficacy and Engagement in Online Classes

This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process.