The Effectiveness of Job Stress Management on Improving Mental Health and Self-Efficacy of Training the Teachers

Job stress is one of the most important problems in the modern world and has created many concerns for many organizations. The aim of the present study was to determine the effectiveness of job stress management on improving mental health and self-efficacy of training the teachers. Methods: Total of 40 teachers (21 women, and 19 men) were selected by simple random sampling. Participants were assigned into the experimental and control groups. With a pre-test and post-test-control group design, subjects in the experimental group, undergone sessions of stress management training both groups were evaluated using Teachers’ Sense of Efficacy Scale (TSES) and mental health inventory (MHI) in pre-test and post-test. Data analyzed by descriptive statistics and Multivariate analysis of covariance (MANCOVA). Results: Findings showed that there were not significant differences between two groups in pretest, but stress management training has significantly increased the psychological well-being and teaching self-efficacy scores in experimental group. Conclusion: The stress management training, could be intervention program in target groups and counseling centers, and with enhancing psychological well-being and senses of teaching self-efficacy of teachers, increase education to productivity of schools.