The Effectiveness of Positive Thinking Training on Teachers' Psychological Well-being and Job Commitment

Introduction and goal: 

The purpose of the current research is the effectiveness of positive thinking training on the psychological and occupational well-being of teachers.

The experimental research method is a pre-test-post-test type with a control group. Its statistical population includes all secondary school teachers of Farashband city, among whom 30 people were randomly selected as samples (15 people were randomly assigned to the experimental group and 15 people to the control group). The current research tool is psychological well-being questionnaire in 1989 by Rief, standardized job commitment questionnaire by Blau (1997), and positive thinking protocol based on Seligman's theory (2005). Research data was analyzed by SPSS software and multivariate analysis of covariance test.

The results showed that teaching positive thinking skills has a significant effect on teachers' psychological well-being and job commitment. The findings of this research highlight the necessity of using positive thinking training programs in order to improve the psychological well-being and job commitment of teachers.

Teaching positive thinking skills to teachers has a significant effect on their psychological well-being and job commitment. These skills help teachers to face challenges and act with more motivation, self-efficacy and hope in the teaching profession.