The comparison of the effect of Transactional Model-based Teaching and Ordinary Education Curriculum- based Teaching programs on stress management among teachers.
OBJECTIVE
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.


CONCLUSIONS
Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.
Department of Health Sciences, School of Health, Yazd Shahid Sadoughi University of Medical Sciences, Yazd, Iran. m_mohammadimm@yahoo.com.
Seyed Saeed
SS
Mazloomy Mahmoodabad
Maryam
M
Mohammadi
Davood Shojaei
DS
Zadeh
Abolfazl
A
Barkhordari
Fatemeh
F
Hosaini
Mohammad Hossain
MH
Kaveh
Amal Saki
AS
Malehi
Mohammadkazem
M
Rahiminegad
D000223:Adaptation, Psychological; D000328:Adult; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D012944:Social Support; D013315:Stress, Psychological / Q000628:therapy*