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 Zadeh    
  •  Abolfazl Barkhordari    
  •  Fatemeh Hosaini    
  •  Mohammad Kaveh    
  •  Amal 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.

This work is licensed under a Creative Commons Attribution 4.0 License.