The effectiveness of self-encouragement training on psychological empowerment and job self-efficacy of primary teachers in Yasouj city

The present study was conducted with the aim of determining the effectiveness of self-encouragement training on psychological empowerment and job self-efficacy of elementary teachers in Yasouj city. The design of the research was semi-experimental and pre-test-post-test with a control group. The statistical population included all the elementary teachers of Yasouj city in the academic year 1400-1401 in the number of 2800 people. 30 people from the above society were selected according to the criteria of entry and cost of the research through available sampling and based on the voluntary cooperation of the participants and randomly assigned to two experimental and control groups. The experimental group received Shonaker's self-encouragement training based on Adler's theory (1980) during 10 90-minute sessions (one session per week), and the control group did not receive any intervention during this interval. The research tools included empowerment (PEQ) by Spritzer (1995) and job self-efficacy (JSEQ) by Riggs and Knight (1994). The data were analyzed using multivariate analysis of covariance. The results showed that self-encouragement training has a significant effect on psychological empowerment and job self-efficacy of elementary teachers in Yasouj city (p<0.05). Therefore, for psychological empowerment and job self-efficacy of teachers, this training is recommended along with other material and social support.