Maryam Mohammad, Sayed Saeed Mazloomy Mahmoodabad, Davood Shojaei Zadehe, Abolfazl Barkhordari1, Fatemeh Hosaini, Mohammad Hossein Kaveh, Amal Saki Maleh and Mohammadkazem Rahiminegad
The most important factors influencing teachers’ efficiency are stress and gradual exhausting which affect on student, s teaching and training. Since Transactional Model has been considered as one of the most complete one concerning stress, the researchers decided to perform this survey to determine the effect of stress management program on Transactional Model constructs in Yazd teachers of Primary school. The Study was interference, quasiexperimental one. The sample population concluded 100 people of Yazd teachers of primary schools. Simple random categorized approach was applied for sampling. PSS, and the questionnaire planned based on Transactional Model were applied for data collection. Validity and reliability of these two had been confirmed before. Interference process was done in eight sessions. Appraisal was performed in three periods: before, immediately after the period ended, and one month later the teaching process ended. SPSS version 15, were applied for data analyzing. A population of 57 female and 43 male (average age of 42.85±5.39) participated in the study. According to the results obtained, the stress value in boy schools (38.15±7.70) was higher than girl schools (39.26±5.11). Variance analysis results showed a significant difference between pre- test, post- test and follow up scores mean in general. Pierson correlation results, also represented a direct and opposite relationship between the model constructs and perceived stress value. Regression analysis results indicated that 71% of perceived stress variance is rationalized by Transactional Model constructs. Totally, the results of the study showed that stress management program decreased stress so; it can be used for stress management interferences.
