Mohsen Shokūhi Yektā; Saeed Akbari-Zardkhāneh; Fahimeh Qahvehchi
Volume 2, Issue 5 , February 2012, , Pages 116-137
Abstract
Objective: This paper aims to study the effectiveness of training the pre-school teachers for issues relating to problem solving and anger management, and its impact on their teaching style, aggression and happiness.
Method: The present study is of a quasi-experimental “pretest-posttest” ...
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Objective: This paper aims to study the effectiveness of training the pre-school teachers for issues relating to problem solving and anger management, and its impact on their teaching style, aggression and happiness.
Method: The present study is of a quasi-experimental “pretest-posttest” single group design. 48 preschool teachers in Tehran were selected, and asked to complete the Teaching Style Questionnaire, Redford-Williams Hostility, and Oxford Happiness Inventory. The subjects were then exposed to problem-solving and anger management training.
Results: Test results for pre and post tests in all subscales of parenting styles showed significant differences. Comparison of the effect size for different subscales of teaching styles suggested that the highest effect size was for problem solving. Also hostility showed a significant decrease and happiness a significant increase in the posttest stage.
Conclusion: It is concluded that the interventions applied in the present study can be used to increase happiness, decrease hostility and improve the problem solving strategies accordingly.
