The efectivness of  teaching existential consciousness on teachers' life quality and job satisfaction

Ilanloo, Hossein; Delavar, Dr. Ali; Shariatmadar, Dr.Asieh; Ahmadi, Dr. Sedighe

The efectivness of teaching existential consciousness on teachers' life quality and job satisfaction

Document Type : Original Article

Authors

¹ PhD Student, Kharazmi University, Faculty of Psychology and Educational Sciences, Tehran, IRAN.

² Professor of Assessment and Measurement Department, Allameh Tabatabai University, Faculty of Psychology and Educational Sciences, Tehran, IRAN.

³ Assistant Professor, Counseling Department, Allameh Tabatabaei University, Faculty of Psychology and Educational Sciences, Tehran, IRAN.

⁴ Assistant Professor, Department of Counseling, Kharazmi University, Faculty of Psychology and Educational Sciences, Tehran, IRAN.

Abstract

The purpose of this study was to investigate the effect of existential approach training on quality of life and job satisfaction of junior high school teachers. This study was performed by pretest-posttest quasi-experimental method with a control group. The statistical population of the study included all junior high school teachers in Takestan city in the academic year 2016-2017, which numbered 400 people. Using available sampling method, 20 individuals were selected and randomly assigned to experimental and control groups. In order to collect data, the WHO Quality of Life Questionnaire (WHOQOL-BREF) and Barry Fieldworth's Job Satisfaction Questionnaire were used. Univariate Covariance test was used for data analysis. The results showed that existential approach training had a significant effect on increasing the quality of life of teachers (p <0.001). The results also showed that existential approach training had a significant effect on teachers' job satisfaction (p <0.001). Therefore, existential approach training has been effective in enhancing the quality of life and job satisfaction of teachers.

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