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

The present study is a quasi-experimental pre-test post-test study with a control group and has a follow-up stage. The purpose of this study was to investigate the effectiveness of problem solving skills training on self-efficacy and resilience of preschool teachers. The statistical population included preschool teachers in Tehran in 2019. A total of 40 preschool teachers who were purposefully selected as a sample and replaced in the experimental and control groups. For data collection, Bandura self-efficacy (2000) and connor & Davidson resilience (2007) questionnaires were used. In the pre-test stage, both groups (experimental and control completed the mentioned questionnaires. Then, the members of the experimental group were trained in problem-solving skills for 8 sessions of 2 hours, and after the end of the training course, the post-test was performed on the instructors of both groups. In order to analysis the data and examine the research question were used Univariate analysis of covariance and paired t-test. The results showed that training in problem solving skills has increased the self-efficacy and resilience of trainers. Also, the self-efficacy and resilience of coaches have a good stability over time.