The effectiveness of positive intelligence training on job values, jobsatisfaction and self-evaluation of job performance of primary schoolteachers

The aim of this research was the effectiveness of positive intelligencetraining on job values, job satisfaction and self-evaluation of job performance of primary schoolteachers.

The current research was a semi-experimental type of pre-test and post-test with a controlgroup. The statistical population included all primary school teachers in Shiraz city who wereselected as available. The selected samples were placed in a group of 15 people and a control groupof 15 people. First, Alas (2007) work values standard questionnaires, Minnesota job satisfactionand MotovidloVan Scatter (1994) job performance evaluations were implemented on them andrecorded as pre-test scores, then the positive intelligence training protocol was taken from Chamin,2012/ 2015 Kamkar translation was held on the experimental group and the control group did notreceive any intervention.After the completion of the intervention sessions, both groups were retested and recorded as post-test scores (T2). Research data were entered into SPSS softwareversion24 and the analysis of these data was presented in two descriptive and inferential sections.In the descriptive statistics section, in the form of central tendency and dispersion indices such asmean and standard deviation, and in the inferential statistics section, analysis of covariance wasused.

The findings showed that positive intelligence training intervention has an effect on jobvalues, job satisfaction and self-evaluation of job performance of primary school teachers.

According to the findings of the research, positive intelligence courses should bewidely included in the in-service training of teachers.