Document Type : علمی - پژوهشی
Authors
1
M.Sc in Educational Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Boali Sina University, Hamedan, Hamedan, Iran.
2
Corresponding author, Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
3
M.Sc in Educational annd Counseling, Farhangian University, Arak, Iran.
4
M.Sc in in School Counseling, Shahid Rajaee Teacher Training University, Tehran, Iran.
10.48308/jcoc.2026.245992.1635
Abstract
Aim: The purpose of this study was to validate and examine the effectiveness of an adapted group wisdom-based therapy on job burnout and meaning in life of teachers. Method: This semi-experimental study was conducted using a pretest-posttest design with a control group and a 2-month follow-up. The statistical population consisted of all elementary school teachers teaching first grade in Arak city during the 2025-2026 academic year. A total of 30 teachers were selected through convenience sampling and then randomly assigned to the experimental group (n = 15) and the control group (n = 15). The experimental group received 7 sessions of 90-minute adapted group wisdom-based therapy. Data were collected using the Maslach burnout inventory (MBI; Maslach et al., 1986) and the meaning in life questionnaire (MLQ; Steger et al., 2006). A two-month follow-up period with no intervention was conducted to evaluate the stability of the results, and participants were reassessed at the end of this period. Data analysis included repeated measures analysis of variance, Bonferroni post-hoc test, and independent samples t-test, performed using SPSS version 29.
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