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

Jalili Shishavan, Ali

doi:10.22034/iepa.2025.548998.1545

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

Document Type : Original Article

Author

Ali Jalili Shishavan

Department of Sport Psychology, Allameh Tabataba'i University, Tehran, Iran

https://doi.org/10.22034/iepa.2025.548998.1545

Abstract

Objective: This study aimed to compare the effectiveness of mindfulness training and self-efficacy training on psychological well-being and job engagement of physical education teachers in Tabriz.
Method: A quasi-experimental pretest-posttest design with a control group was employed during the academic year 2024-2025. 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: two experimental (mindfulness training (n=15) and self-efficacy training (n=15) and one control (n=15). The mindfulness training was based on the program developed by Segal et al. (2002), consisting of 8 sessions while the self-efficacy training was based on Bandura's (1997) theory, consisting of 8 weekly sessions of 90 minutes each. Data were collected using the Job Engagement Questionnaire (Schaufeli & Bakker, 2006) and the Psychological Well-being Questionnaire (Ryff et al., 2004) and then analyzed using MANCOVA, ANCOVA, and MANOVA with SPSS-22 software.
Results: Both mindfulness and self-efficacy training significantly improved psychological well-being in the experimental groups compared to the control group (p<.01), with no significant difference between the two intervention groups. For job engagement, both interventions showed the experimental groups’ significant improvements over the control group (effect sizes: 18.40 for self-efficacy, 19.73 for mindfulness). However, mindfulness training had a more significant effect on job engagement than self-efficacy training (p<.05).
Conclusions: Mindfulness and self-efficacy training 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. Hence, educational policymakers may integrate mindfulness and self-efficacy programs to foster resilient, motivated physical educators.

Keywords

Self-efficacy training

Mindfulness training

Job engagement

Psychological well-being

Subjects

Learning

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