Comparison of the Effectiveness of Self-Efficacy Training and Mindfulness on Job Engagement and Psychological Well-being of Physical Education Teachers in Tabriz

Objective: This study aimed to compare the effectiveness of mindfulness training and self-efficacy training on psychological well-being and job engagement among physical education teachers in Tabriz.Method: A quasi-experimental pretest-posttest design with a control group was employed. The statistical population included all physical education teachers in Tabriz, from which ۴۵ participants were selected via convenience sampling and randomly assigned to three groups: mindfulness training (n=۱۵), self-efficacy training (n=۱۵), and control (n=۱۵). Data were collected using the Job Engagement Questionnaire (Schaufeli & Bakker, ۲۰۰۶) and the Psychological Well-being Questionnaire (Ryff et al., ۲۰۰۴). Interventions were applied to the experimental groups, followed by posttest assessments. Data were analyzed using MANCOVA, ANCOVA, and MANOVA with SPSS-۲۲ software.Results: Both mindfulness and self-efficacy training significantly improved psychological well-being compared to the control group (p<۰.۰۱, effect sizes: ۲۱ and ۲۲.۸۸, respectively), with no significant difference between the two intervention groups. For job engagement, both interventions showed significant improvements over the control group (effect sizes: ۱۸.۴۰ for self-efficacy, ۱۹.۷۳ for mindfulness). Mindfulness training had a significantly greater effect on job engagement than self-efficacy training (p<۰.۰۵, effect size: ۱.۳۳).Conclusions: Mindfulness and self-efficacy training both enhance psychological well-being and job engagement among physical education teachers, with mindfulness training demonstrating a superior effect on job engagement. These findings suggest that both interventions are effective, but mindfulness training may offer additional benefits for improving job engagement.

کلیدواژه ها:

Self-efficacy training ، mindfulness training ، Job Engagement ، Psychological Well-Being