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Effectiveness of Shafiabady's Multiaxial Pattern of Vocational Choice (SMPVC) Training on Enhancing Occupational Well-Being and Quality of Work Life Among Teachers in Qom City

Document Type : Original Article

Authors

1 PhD student in Counseling, Islamic Azad University, Faculty of Science and Research, Tehran, Iran

2 Professor, Department of Counseling, Allameh Tabatabae’i University, Tehran, Iran.

10.61838/kman.ijecs.4.4.3

Abstract

Purpose: The purpose of the current research was to investigate the effectiveness of shafiabady's multiaxial pattern of vocational choice (smpvc) training on enhancing occupational well-being and quality of work life among teachers in Qom city
Methodology: The research method was experimental, employing a pre-test, post-test design with a control group, along with a one-month follow-up phase. The population consisted of all female teachers in Qom city in 2022. Initially, 30 individuals were selected through convenience sampling and then randomly assigned into an experimental group (15 individuals) and a control group (15 individuals). The experimental group underwent eight 90-minute sessions of Shafiabady's multiaxial pattern; however, the control group did not receive any intervention and remained on the waiting list. The Employee Well-Being Scale (EWBS) by Zheng et al. (2015) and the Work-Related Quality of Life Questionnaire (WRQOLQ) by Stone and Van Laar (2018) were used for data collection. Data analysis was performed using SPSS software version 24, both descriptively and inferentially (mixed ANOVA and Bonferroni post-hoc test).
Findings: The results showed that Shafiabady's multiaxial pattern training had a significant effect on enhancing occupational well-being and quality of work life in the post-test and follow-up stages compared to the control group (P<0.05).
Conclusion: Based on the findings of the current study, Shafiabady's multiaxial pattern can be used as an appropriate educational method for enhancing occupational well-being and quality of work life among female teachers.

Keywords

References
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International Journal of Education and Cognitive Sciences
Volume 4, Issue 4
January 2024
Pages 21-30
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