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 45 participants were selected via convenience sampling and randomly assigned to three groups: mindfulness training (n=15), self-efficacy training (n=15), and control (n=15). Data were collected using the Job Engagement Questionnaire (Schaufeli & Bakker, 2006) and the Psychological Well-being Questionnaire (Ryff et al., 2004). Interventions were applied to the experimental groups, followed by posttest assessments. Data were analyzed using MANCOVA, ANCOVA, and MANOVA with SPSS-22 software.
Results: Both mindfulness and self-efficacy training significantly improved psychological well-being compared to the control group (p<0.01, effect sizes: 21 and 22.88, respectively), with no significant difference between the two intervention groups. For job engagement, both interventions showed significant improvements over the control group (effect sizes: 18.40 for self-efficacy, 19.73 for mindfulness). Mindfulness training had a significantly greater effect on job engagement than self-efficacy training (p<0.05, effect size: 1.33).
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.