The Comparison of the Effect of Transactional Model-Based Teaching and Ordinary Education Curriculum- based Teaching Programs on Stress Management among Teachers

Seyed Saeed Mazloomy Mahmoodabad, Maryam Mohammadi, Davood Shojaei Zadeh, Abolfazl Barkhordari, Fatemeh Hosaini, Mohammad Hossain Kaveh, Amal Saki Malehi, Mohammadkazem Rahiminegad


Background and Objectives: Regarding the effect of teachers’ stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers’ problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers.

Methods: The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant.

Results: The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively.

Conclusion: Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.

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Global Journal of Health Science   ISSN 1916-9736(Print)   ISSN 1916-9744(Online)

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