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Health Educ Health Promot 2024, 12(1): 165-171 |
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Mosayebi Z, Amooei M. Promoting Teachers’ Health and Emotional Balance; An Intervention Study on Positive Emotions and Anger Management. Health Educ Health Promot 2024; 12 (1) :165-171
URL: http://hehp.modares.ac.ir/article-5-72698-en.html
URL: http://hehp.modares.ac.ir/article-5-72698-en.html
1- Department of Educational Sciences, Faculty of Humanities, Fatemeh Zahra Campus, Farhangian University of Isfahan, Iran
2- Department of Physical Education and Sport Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Department of Physical Education and Sport Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
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Introduction
P Positive emotions play a vital role in managing negative emotional experiences in our daily lives [1-3], serving as a foundational aspect of positive psychology [4]. They are central to theories of genuine happiness and overall well-being [5, 6]. The realm of positive emotions includes happiness, interest, satisfaction, love, and resilience in the face of challenges [7-9], significantly influencing cognitive exploration, intellectual capacity, attention span, creativity, and empathy [10]. Traditionally, research has predominantly concentrated on negative emotions, emphasizing their perceived beneficial impact [11]. Nonetheless, nurturing positive emotions brings benefits such as enhanced parenting, increased longevity, and improved partner selection [12, 13].
Despite the numerous benefits linked to positive emotions, there is a prevalent tendency, even among experts in negative emotions, to underestimate the value of positive emotions. In contrast, positive psychology theory asserts that positive emotions are as crucial as negative emotions for our survival and ability to flourish in life [14]. However, positive psychology also acknowledges the significant biological diversity of negative emotions and traits. Ideally, individuals should aim to occupy the most beneficial position within the spectrum of their anxiety, depression, or anger. By doing so, individuals can develop the necessary skills to navigate effectively through difficult situations [15].
Anger, often arising from unmet needs, represents a multifaceted emotional response with possible constructive qualities. Alongside depression, it is categorized as a negative emotion that is not inherently harmful but rather unpleasant in nature [16]. Usually sparked by perceived injustices, anger progresses from initial discomfort to a complete emotional state. Enhancing life skills, coping strategies, communication abilities, and psychosocial skills can lead to effective anger management and an overall enhancement in quality of life [17]. The traditional view of mental health juxtaposed with illness emphasized holistic well-being encompassing physical, mental, and social aspects to prevent the recurrence of diseases [18]. Presently, the World Health Organization advocates for achieving optimal mental well-being standards, with positive psychology playing a crucial role in promoting health [19]. Positive psychology, according to Seligman, strives to nurture attributes that foster individual and social resilience, growth, and well-being. Physical activity significantly contributes to individual and community survival and flourishing, preventing mental disorders, enhancing positive emotions, and mitigating negative experiences [20]. Given the profound influence of surroundings on emotions, particularly anger, among educators, addressing negative emotions while fostering positive ones becomes imperative. This research aimed to explore emotions and anger management within this context, followed by a review of related studies.
Several studies have shed light on the role of emotions in educational settings. Sevaari and Farzaadi [21] demonstrated that positive emotions facilitate the development of flexible educational approaches, contrasting with the weakening effects associated with negative emotions. Their findings highlighted a positive correlation between positive emotions and educational methodologies. Moreover, love emerged as a predictor for the adoption of student-centered educational approaches, while both positive and negative emotions were indicators of knowledge transfer approaches and student-teacher interactions. Yarigholi et al. [22] investigated the consequences of violence within school settings, outlining solutions that encompass educational institutions, teachers, students, and societal norms. Their study highlighted the adverse effects of anger on teaching efficacy, underscoring the crucial significance of social interactions and communication style in academic achievements and psychological health.
Yousefi et al. [23] examined anger within the context of primary school teachers, shedding light on its prevalence and substantial effects on educators. The research underscored the vital role of anger regulation and management within educational environments. Chen [24] discussed the influence of teacher emotions on instructional strategies, noting positive emotions as catalysts for student-centered approaches and negative emotions for teacher-centered methods. Tang et al. [25] further supported these findings, suggesting that prioritizing positive emotions can facilitate the transition toward student-centered teaching.
Valinasab and Zeinali [26] revealed a positive relationship between positive academic emotions and students' self-directed learning and motivation, contrasting with the negative association of negative academic emotions. You and Kang [27] highlighted the role of emotions in regulating learning, with students' emotional regulation influencing their learning approach and vice versa. Additionally, Xie and Guo [28] investigated the mediating role of mindfulness in fostering positive academic emotions during English as a foreign language (EFL) learning. Their study proposed that teacher and peer support, combined with mindfulness practices, play a significant role in cultivating positive academic emotions.
The current research aimed to evaluate the effectiveness of interventions designed to improve positive emotions and anger management abilities in teachers, specifically examining their influence on the physical and mental wellness of educators. The research comprised two main phases; initially, evaluating the physical and mental health of teachers, followed by providing training in fostering positive emotions and managing anger, and then, reevaluating the physical and mental well-being of teachers to assess the impact of these interventions.
Materials and Methods
This quasi-experimental study adopted included pre-test, post-test, and follow-up evaluations. The follow-up assessment occurred one month after the completion of the intervention sessions for the experimental group. The statistical population of the study consisted of primary school teachers in District 5 of Isfahan City in 2021. A convenience sampling approach was utilized for participant recruitment. Teachers who indicated interest in attending the anger management workshop and demonstrated a mix of negative and positive emotions were allocated to either the control or experimental groups. Each group comprised 20 individuals, resulting in a total of 40 participants. The inclusion criteria for teachers in the sample group involved voluntary participation, questionnaire completion, and attendance in the training sessions where interventions focusing on managing negative emotions and anger, as well as promoting positive emotions, were delivered. Exclusion criteria included failure to complete the questionnaire and missing more than one training session.
Data collection
Data collection was done using a 50-item researcher-made questionnaire comprising three subscales of positive emotion and anger management, mental health, and physical health. Respondents rated each item on a 5-point Likert scale ranging from "Completely agree" to "Completely disagree". Scores corresponding to each question within the scales were calculated to derive the overall scores. The reliability coefficients for the components of positive emotions and anger management, mental health, and physical health were 0.90, 0.85, and 0.80, respectively.
The content validity ratio (CVR) was assessed for the three components. Each of the 15 experts, who comprised the specialized panel, was asked to evaluate the necessity of each item using a three-part Likert scale: "item is necessary", "item is useful but not necessary", and "item is not necessary". For an item to be considered valid, it had to be rated as "necessary" by more than 50% of the experts. The values of 0.80, 0.71, and 0.67 were obtained for positive emotions and anger management, mental health, and physical health, respectively. These values exceeded the minimum acceptable content validity of 0.42 (CVR>0.42), indicating that the selected questionnaire items and components are relevant and essential for assessing these constructs among teachers.
Assessments
Teachers were categorized into two experimental and control groups. In the initial assessment, during the initial session before the commencement of the workshop and training, teachers completed a questionnaire designed by the researcher, focused on assessing indicators related to positive and negative emotions, anger management, self-control, mental well-being, and physical health. Its validity and reliability coefficients were established through expert evaluation. A thorough training program consisting of 12-hour workshops on fostering positive emotions and managing anger, based on the tenets of positive psychology, was conducted for primary school teachers for one month. These workshops not only provided targeted content and solutions aligned with each session’s theme but also included assignments and evaluations at the end of each session to solidify the mastery of crucial skills. Additionally, teachers were introduced to pertinent books, including "Anger Management" by Faupel et al. [16], at the end of each session. In order to maintain ethical standards, a 12-hour training workshop focusing on handling negative emotions, anger management, and promoting positive emotions was arranged for the control group of teachers.
In the introduction and familiarization session, a preliminary session was organized for participating teachers to introduce them to the research process. During this session, a concise explanation was provided regarding the purpose and guidelines of the anger management and positive emotions training workshop. Ethical considerations were emphasized, clarifying that participation in the research was voluntary, and participants retained the right to withdraw at any stage. In the training sessions, a series of four 3-hour face-to-face sessions were held weekly for the experimental group participants. These sessions were dedicated to imparting skills for managing negative emotions, particularly anger, and fostering positive emotional states. The acquisition of these skills aimed to enhance the mental and physical well-being of teachers. To validate the content of the training workshop on managing negative emotions, anger, and fostering positive emotions, the opinions of 20 experts were solicited. The CVR for the average of the suggested training content on these topics was found to be 0.93, signifying a high level of content validity.
Following the workshop sessions, a post-test was administered to both the experimental and control groups. To assess the stability of the intervention effects, a follow-up assessment was conducted after a two-month interval. The content of this training workshop is detailed in Table 1.
Table 1. The content of the training workshop on positive emotions and anger management based on a positive psychology approach
Data analysis
The research data was analyzed using SPSS 24 software. Descriptive statistics such as frequency, mean, and standard deviation were used to describe the data. Inferential statistics, particularly univariate analysis of variance (ANOVA), were employed to address the research inquiries. Post hoc analysis utilizing Tukey’s test was performed in the experimental group throughout the three pre-test, post-test, and follow-up stages.
Findings
The average scores in the control group, during both the pre-test and post-test stages, exhibited minimal change in comparison to the experimental group. Conversely, the experimental group demonstrated noticeable increases in scores in the post-test compared to the pre-test regarding positive emotions and anger management, as well as mental and physical health (Table 2). The data distribution was normal, and the assumptions regarding normality were verified using the Kolmogorov-Smirnov and Shapiro-Wilk tests.
Table 2. Mean scores of the examined components in the experimental and control groups in the pre- and post-test stages
To assess the effectiveness of teaching positive emotions and anger management in improving teachers' self-control, mental health, and physical health, univariate ANOVA was employed. Additionally, one-way ANOVA was conducted at three pre-test, post-test, and follow-up stages within the experimental group. Before conducting univariate ANOVA, the assumptions of data normality were examined using the Kolmogorov-Smirnov test, the homogeneity of variances was assessed by Leven's test, and the homogeneity of regression slopes for univariate ANCOVA was evaluated. The results of these tests indicated that all the variables followed a normal distribution in both the pre- and post-test stages, meeting one of the critical assumptions for conducting univariate ANOVA.
The research findings were analyzed in three distinct steps. In the first step, the impact of positive psychology training on enhancing positive emotions, anger management, and reducing negative emotions was examined in the pre- and post-test stages using one-way ANOVA. In the second step, the investigation focused on demonstrating the improvement in emotion regulation and mental health among teachers resulting from the positive psychology-based positive emotions and anger management training. One-way ANOVA was again employed to evaluate this effect. The third step aimed to showcase the enhancement of physical health. Similar to the previous steps, one-way ANOVA was used to investigate the impact on physical health. The outcomes of the first step, involving one-way ANOVA, elucidating the effect of positive emotions and anger management training on enhancing these components, are presented in Table 3.
The results presented in Table 3 demonstrate a significant difference between the experimental and control groups of teachers concerning positive emotions and anger management, with a profound impact observed in the post-test stage (p<0.001). This impact is further elucidated by the substantial eta square value of 0.752, signifying that an impressive 75% of the observed variations in positive emotion and anger management can be ascribed to the implemented intervention, emphasizing instruction in positive psychology principles.
The intervention had a significant impact on emotion regulation and mental health (p<0.001, F=167.692), with a considerable proportion of the variance (66%) in these variables being accounted for by the intervention. This highlights the comprehensive advantages of incorporating positive psychology strategies into teacher training programs, promoting not just emotional well-being but also improving overall mental resilience and self-management abilities. The analysis revealed a substantial difference in physical health between the experimental and control groups (p<0.001, F=235.293). This suggests that 73% of the observed changes in physical health can be attributed to the intervention, highlighting the transformative potential of incorporating positive psychology-based approaches into teacher development initiatives. Conclusively, the findings underscore the multifaceted benefits of training in positive emotions and anger management, transcending mere emotional regulation to encompass broader dimensions of mental and physical well-being among educators.
Table 3. The results of the one-way analysis of variance regarding the effect of positive emotions and anger management training on enhancing evaluated variables
Tukey's test was used to check the difference between the stages (pre-test, post-test, and follow-up) (Table 4). The results of Tukey's test revealed a significant difference between the pre-test and follow-up stages in terms of positive emotions, negative emotions, and anger management (p<0.05 for all). Notably, there were no significant differences between the follow-up and post-test stages across all variables, indicating the enduring nature of the intervention's effects on emotional well-being. Similarly, regarding emotion regulation and mental health, the intervention demonstrated a significant effect between the pre-test and follow-up stages, underscoring its lasting impact on enhancing teachers' self-regulation and mental resilience. The absence of significant differences between the follow-up and post-test stages further reinforces the stability of these improvements over time, emphasizing the sustained benefits of integrating positive psychology principles into teacher training. Regarding physical health, Tukey's test revealed a significant difference between the pre-test and follow-up stages, indicating a positive impact of the intervention on teachers' physical well-being. Moreover, the lack of significant differences between the follow-up and post-test stages suggests that the intervention's effects on physical health remain consistent over time, highlighting the enduring benefits of the intervention in promoting overall health and well-being among educators. In summary, the findings underscore the efficacy of the intervention in fostering positive emotional states, enhancing emotional regulation, promoting mental resilience, and improving physical health among teachers. The sustained effects observed across all stages, particularly in the follow-up phase, emphasize the robustness and durability of the intervention's impact, affirming its utility in promoting holistic well-being within educational contexts.
Table 4. The results of Tukey's post hoc test assessing the difference between scores in the pre-and post-test stages
To assess the scores of the experimental group during the follow-up phase and determine if the impact of positive emotions and anger management remained consistent within this group after a two-month period, variations in the scores of the experimental group for positive emotions and teachers’ mental health were analyzed using one-way ANOVA with Tukey’s post hoc tests (Table 5).
Table 5. One-way analysis of variance results regarding the positive emotions, mental health, and physical health of the experimental group
The findings indicated the profound impact of the educational intervention on emotion regulation and mental health of teachers (F value>1.96 and p<0.05). Moreover, the observed significant differences between the post-test and follow-up stages within the experimental group further highlight the enduring nature of the intervention's effects on control and mental health outcomes. Tukey's test showed the enduring effectiveness of the intervention in cultivating positive psychological states and enhancing mental health among teachers as time progresses. Similarly, regarding the intervention's impact on the physical health of teachers, the results unveiled a significant effect during the pre-test stage, characterized by an F value surpassing the critical threshold and a significance level below 0.05. Furthermore, the discernible differences between the post-test and follow-up stages within the experimental group underscore the lasting benefits of the intervention on physical health outcomes. Utilizing Tukey's test to examine the variations across stages reaffirms the sustained nature of the intervention's effects, emphasizing its role in promoting enduring improvements in teachers' physical well-being.
Discussion
The current research aimed to investigate the effects of training focused on enhancing positive emotions and anger management on the self-regulation, mental health, and physical well-being of teachers. The results demonstrate a notable enhancement in all these aspects, underscoring the effectiveness of the intervention grounded in the principles of positive psychology.
The results demonstrated that the training designed to promote positive emotions and regulate anger substantially improves teachers’ capacity to embrace positive emotions and handle anger effectively. This aligns with prior research by Sevaari and Farzaadi [21], emphasizing the significance of positive emotions and proficient anger management within educational environments. Moreover, educational approaches emphasizing teachers' emotional well-being, as highlighted by Tang et al. [25] and Chen [24], further substantiate the necessity of implementing interventions aimed at enhancing teachers' emotional regulation skills.
The intervention demonstrated significant impacts on enhancing both emotion regulation and mental well-being among teachers. This discovery is consistent with prior studies conducted by Valinasab and Zeinali [26] and You and Kang [27], highlighting a close relationship between emotional well-being and self-control. The correlation among positivity, self-control, and mental well-being underscores the comprehensive advantages of interventions that focus on emotional regulation and principles of positive psychology. The results also indicated a significant enhancement in the physical health of teachers following the intervention. This outcome is consistent with prior research by Yousefi et al. [23], highlighting the profound impact of anger management on overall health outcomes. The findings emphasized the relationship between emotional regulation, physical health, and overall well-being, emphasizing the importance of holistic approaches in promoting teachers' health and resilience.
In conclusion, the intervention centered on instructing positive emotions and anger management rooted in positive psychology principles produced diverse advantages for teachers. Remarkably, it reduced the propensity for negative emotions, enhanced self-control and mental health, and improved physical well-being. These results not only positively impact teachers but also establish favorable conditions for student involvement and active participation in classroom dynamics. Consequently, incorporating such interventions into teacher training initiatives shows potential for nurturing a positive and encouraging educational atmosphere beneficial for the success of both educators and students.
The limitations of the study encompass a non-random sampling technique and a limited sample size, constraining the ability to generalize findings to wider teacher populations. Subsequent research should employ random sampling across varied educational environments and investigate additional methodologies beyond positive psychology to unveil more comprehensive insights. Moreover, concentrating solely on teachers neglects potential effects on students and other involved parties, emphasizing the need for broader evaluations in forthcoming studies. Augmented cooperation with educators and stakeholders is crucial for refining research methodologies and tackling relevant concerns, calling for larger sample sizes and diverse strategies to ensure robust and widely relevant conclusions.
Conclusion
The evaluated training causes significant enhancements in emotional regulation, mental health, and physical well-being, emphasizing the importance of anger management and embracing positive emotions for overall well-being.
Acknowledgments: We sincerely appreciate the teachers and all colleagues who collaborated with us in this study.
Ethical Permissions: The study was approved by the ethics committee of Islamic Azad University, Najaf Abad branch, Iran (ID: IR. IAU.NAJAFABAD.REC. 1401.078).
Conflicts of Interests: The authors declared no conflicts of interests.
Authors’ Contribution: Mosayebi Z (First Author), Introduction Writer/Methodologist/Main Researcher/Discussion Writer/Statistical Analyst (50%); Amooie M (Second Author), Introduction Writer/Assistant Researcher/Discussion Writer (50%)
Funding/Support: This research did not receive any specific grant from funding agencies in public, commercial, or not-for-profit sectors.
P Positive emotions play a vital role in managing negative emotional experiences in our daily lives [1-3], serving as a foundational aspect of positive psychology [4]. They are central to theories of genuine happiness and overall well-being [5, 6]. The realm of positive emotions includes happiness, interest, satisfaction, love, and resilience in the face of challenges [7-9], significantly influencing cognitive exploration, intellectual capacity, attention span, creativity, and empathy [10]. Traditionally, research has predominantly concentrated on negative emotions, emphasizing their perceived beneficial impact [11]. Nonetheless, nurturing positive emotions brings benefits such as enhanced parenting, increased longevity, and improved partner selection [12, 13].
Despite the numerous benefits linked to positive emotions, there is a prevalent tendency, even among experts in negative emotions, to underestimate the value of positive emotions. In contrast, positive psychology theory asserts that positive emotions are as crucial as negative emotions for our survival and ability to flourish in life [14]. However, positive psychology also acknowledges the significant biological diversity of negative emotions and traits. Ideally, individuals should aim to occupy the most beneficial position within the spectrum of their anxiety, depression, or anger. By doing so, individuals can develop the necessary skills to navigate effectively through difficult situations [15].
Anger, often arising from unmet needs, represents a multifaceted emotional response with possible constructive qualities. Alongside depression, it is categorized as a negative emotion that is not inherently harmful but rather unpleasant in nature [16]. Usually sparked by perceived injustices, anger progresses from initial discomfort to a complete emotional state. Enhancing life skills, coping strategies, communication abilities, and psychosocial skills can lead to effective anger management and an overall enhancement in quality of life [17]. The traditional view of mental health juxtaposed with illness emphasized holistic well-being encompassing physical, mental, and social aspects to prevent the recurrence of diseases [18]. Presently, the World Health Organization advocates for achieving optimal mental well-being standards, with positive psychology playing a crucial role in promoting health [19]. Positive psychology, according to Seligman, strives to nurture attributes that foster individual and social resilience, growth, and well-being. Physical activity significantly contributes to individual and community survival and flourishing, preventing mental disorders, enhancing positive emotions, and mitigating negative experiences [20]. Given the profound influence of surroundings on emotions, particularly anger, among educators, addressing negative emotions while fostering positive ones becomes imperative. This research aimed to explore emotions and anger management within this context, followed by a review of related studies.
Several studies have shed light on the role of emotions in educational settings. Sevaari and Farzaadi [21] demonstrated that positive emotions facilitate the development of flexible educational approaches, contrasting with the weakening effects associated with negative emotions. Their findings highlighted a positive correlation between positive emotions and educational methodologies. Moreover, love emerged as a predictor for the adoption of student-centered educational approaches, while both positive and negative emotions were indicators of knowledge transfer approaches and student-teacher interactions. Yarigholi et al. [22] investigated the consequences of violence within school settings, outlining solutions that encompass educational institutions, teachers, students, and societal norms. Their study highlighted the adverse effects of anger on teaching efficacy, underscoring the crucial significance of social interactions and communication style in academic achievements and psychological health.
Yousefi et al. [23] examined anger within the context of primary school teachers, shedding light on its prevalence and substantial effects on educators. The research underscored the vital role of anger regulation and management within educational environments. Chen [24] discussed the influence of teacher emotions on instructional strategies, noting positive emotions as catalysts for student-centered approaches and negative emotions for teacher-centered methods. Tang et al. [25] further supported these findings, suggesting that prioritizing positive emotions can facilitate the transition toward student-centered teaching.
Valinasab and Zeinali [26] revealed a positive relationship between positive academic emotions and students' self-directed learning and motivation, contrasting with the negative association of negative academic emotions. You and Kang [27] highlighted the role of emotions in regulating learning, with students' emotional regulation influencing their learning approach and vice versa. Additionally, Xie and Guo [28] investigated the mediating role of mindfulness in fostering positive academic emotions during English as a foreign language (EFL) learning. Their study proposed that teacher and peer support, combined with mindfulness practices, play a significant role in cultivating positive academic emotions.
The current research aimed to evaluate the effectiveness of interventions designed to improve positive emotions and anger management abilities in teachers, specifically examining their influence on the physical and mental wellness of educators. The research comprised two main phases; initially, evaluating the physical and mental health of teachers, followed by providing training in fostering positive emotions and managing anger, and then, reevaluating the physical and mental well-being of teachers to assess the impact of these interventions.
Materials and Methods
This quasi-experimental study adopted included pre-test, post-test, and follow-up evaluations. The follow-up assessment occurred one month after the completion of the intervention sessions for the experimental group. The statistical population of the study consisted of primary school teachers in District 5 of Isfahan City in 2021. A convenience sampling approach was utilized for participant recruitment. Teachers who indicated interest in attending the anger management workshop and demonstrated a mix of negative and positive emotions were allocated to either the control or experimental groups. Each group comprised 20 individuals, resulting in a total of 40 participants. The inclusion criteria for teachers in the sample group involved voluntary participation, questionnaire completion, and attendance in the training sessions where interventions focusing on managing negative emotions and anger, as well as promoting positive emotions, were delivered. Exclusion criteria included failure to complete the questionnaire and missing more than one training session.
Data collection
Data collection was done using a 50-item researcher-made questionnaire comprising three subscales of positive emotion and anger management, mental health, and physical health. Respondents rated each item on a 5-point Likert scale ranging from "Completely agree" to "Completely disagree". Scores corresponding to each question within the scales were calculated to derive the overall scores. The reliability coefficients for the components of positive emotions and anger management, mental health, and physical health were 0.90, 0.85, and 0.80, respectively.
The content validity ratio (CVR) was assessed for the three components. Each of the 15 experts, who comprised the specialized panel, was asked to evaluate the necessity of each item using a three-part Likert scale: "item is necessary", "item is useful but not necessary", and "item is not necessary". For an item to be considered valid, it had to be rated as "necessary" by more than 50% of the experts. The values of 0.80, 0.71, and 0.67 were obtained for positive emotions and anger management, mental health, and physical health, respectively. These values exceeded the minimum acceptable content validity of 0.42 (CVR>0.42), indicating that the selected questionnaire items and components are relevant and essential for assessing these constructs among teachers.
Assessments
Teachers were categorized into two experimental and control groups. In the initial assessment, during the initial session before the commencement of the workshop and training, teachers completed a questionnaire designed by the researcher, focused on assessing indicators related to positive and negative emotions, anger management, self-control, mental well-being, and physical health. Its validity and reliability coefficients were established through expert evaluation. A thorough training program consisting of 12-hour workshops on fostering positive emotions and managing anger, based on the tenets of positive psychology, was conducted for primary school teachers for one month. These workshops not only provided targeted content and solutions aligned with each session’s theme but also included assignments and evaluations at the end of each session to solidify the mastery of crucial skills. Additionally, teachers were introduced to pertinent books, including "Anger Management" by Faupel et al. [16], at the end of each session. In order to maintain ethical standards, a 12-hour training workshop focusing on handling negative emotions, anger management, and promoting positive emotions was arranged for the control group of teachers.
In the introduction and familiarization session, a preliminary session was organized for participating teachers to introduce them to the research process. During this session, a concise explanation was provided regarding the purpose and guidelines of the anger management and positive emotions training workshop. Ethical considerations were emphasized, clarifying that participation in the research was voluntary, and participants retained the right to withdraw at any stage. In the training sessions, a series of four 3-hour face-to-face sessions were held weekly for the experimental group participants. These sessions were dedicated to imparting skills for managing negative emotions, particularly anger, and fostering positive emotional states. The acquisition of these skills aimed to enhance the mental and physical well-being of teachers. To validate the content of the training workshop on managing negative emotions, anger, and fostering positive emotions, the opinions of 20 experts were solicited. The CVR for the average of the suggested training content on these topics was found to be 0.93, signifying a high level of content validity.
Following the workshop sessions, a post-test was administered to both the experimental and control groups. To assess the stability of the intervention effects, a follow-up assessment was conducted after a two-month interval. The content of this training workshop is detailed in Table 1.
Table 1. The content of the training workshop on positive emotions and anger management based on a positive psychology approach
Data analysis
The research data was analyzed using SPSS 24 software. Descriptive statistics such as frequency, mean, and standard deviation were used to describe the data. Inferential statistics, particularly univariate analysis of variance (ANOVA), were employed to address the research inquiries. Post hoc analysis utilizing Tukey’s test was performed in the experimental group throughout the three pre-test, post-test, and follow-up stages.
Findings
The average scores in the control group, during both the pre-test and post-test stages, exhibited minimal change in comparison to the experimental group. Conversely, the experimental group demonstrated noticeable increases in scores in the post-test compared to the pre-test regarding positive emotions and anger management, as well as mental and physical health (Table 2). The data distribution was normal, and the assumptions regarding normality were verified using the Kolmogorov-Smirnov and Shapiro-Wilk tests.
Table 2. Mean scores of the examined components in the experimental and control groups in the pre- and post-test stages
To assess the effectiveness of teaching positive emotions and anger management in improving teachers' self-control, mental health, and physical health, univariate ANOVA was employed. Additionally, one-way ANOVA was conducted at three pre-test, post-test, and follow-up stages within the experimental group. Before conducting univariate ANOVA, the assumptions of data normality were examined using the Kolmogorov-Smirnov test, the homogeneity of variances was assessed by Leven's test, and the homogeneity of regression slopes for univariate ANCOVA was evaluated. The results of these tests indicated that all the variables followed a normal distribution in both the pre- and post-test stages, meeting one of the critical assumptions for conducting univariate ANOVA.
The research findings were analyzed in three distinct steps. In the first step, the impact of positive psychology training on enhancing positive emotions, anger management, and reducing negative emotions was examined in the pre- and post-test stages using one-way ANOVA. In the second step, the investigation focused on demonstrating the improvement in emotion regulation and mental health among teachers resulting from the positive psychology-based positive emotions and anger management training. One-way ANOVA was again employed to evaluate this effect. The third step aimed to showcase the enhancement of physical health. Similar to the previous steps, one-way ANOVA was used to investigate the impact on physical health. The outcomes of the first step, involving one-way ANOVA, elucidating the effect of positive emotions and anger management training on enhancing these components, are presented in Table 3.
The results presented in Table 3 demonstrate a significant difference between the experimental and control groups of teachers concerning positive emotions and anger management, with a profound impact observed in the post-test stage (p<0.001). This impact is further elucidated by the substantial eta square value of 0.752, signifying that an impressive 75% of the observed variations in positive emotion and anger management can be ascribed to the implemented intervention, emphasizing instruction in positive psychology principles.
The intervention had a significant impact on emotion regulation and mental health (p<0.001, F=167.692), with a considerable proportion of the variance (66%) in these variables being accounted for by the intervention. This highlights the comprehensive advantages of incorporating positive psychology strategies into teacher training programs, promoting not just emotional well-being but also improving overall mental resilience and self-management abilities. The analysis revealed a substantial difference in physical health between the experimental and control groups (p<0.001, F=235.293). This suggests that 73% of the observed changes in physical health can be attributed to the intervention, highlighting the transformative potential of incorporating positive psychology-based approaches into teacher development initiatives. Conclusively, the findings underscore the multifaceted benefits of training in positive emotions and anger management, transcending mere emotional regulation to encompass broader dimensions of mental and physical well-being among educators.
Table 3. The results of the one-way analysis of variance regarding the effect of positive emotions and anger management training on enhancing evaluated variables
Tukey's test was used to check the difference between the stages (pre-test, post-test, and follow-up) (Table 4). The results of Tukey's test revealed a significant difference between the pre-test and follow-up stages in terms of positive emotions, negative emotions, and anger management (p<0.05 for all). Notably, there were no significant differences between the follow-up and post-test stages across all variables, indicating the enduring nature of the intervention's effects on emotional well-being. Similarly, regarding emotion regulation and mental health, the intervention demonstrated a significant effect between the pre-test and follow-up stages, underscoring its lasting impact on enhancing teachers' self-regulation and mental resilience. The absence of significant differences between the follow-up and post-test stages further reinforces the stability of these improvements over time, emphasizing the sustained benefits of integrating positive psychology principles into teacher training. Regarding physical health, Tukey's test revealed a significant difference between the pre-test and follow-up stages, indicating a positive impact of the intervention on teachers' physical well-being. Moreover, the lack of significant differences between the follow-up and post-test stages suggests that the intervention's effects on physical health remain consistent over time, highlighting the enduring benefits of the intervention in promoting overall health and well-being among educators. In summary, the findings underscore the efficacy of the intervention in fostering positive emotional states, enhancing emotional regulation, promoting mental resilience, and improving physical health among teachers. The sustained effects observed across all stages, particularly in the follow-up phase, emphasize the robustness and durability of the intervention's impact, affirming its utility in promoting holistic well-being within educational contexts.
Table 4. The results of Tukey's post hoc test assessing the difference between scores in the pre-and post-test stages
To assess the scores of the experimental group during the follow-up phase and determine if the impact of positive emotions and anger management remained consistent within this group after a two-month period, variations in the scores of the experimental group for positive emotions and teachers’ mental health were analyzed using one-way ANOVA with Tukey’s post hoc tests (Table 5).
Table 5. One-way analysis of variance results regarding the positive emotions, mental health, and physical health of the experimental group
The findings indicated the profound impact of the educational intervention on emotion regulation and mental health of teachers (F value>1.96 and p<0.05). Moreover, the observed significant differences between the post-test and follow-up stages within the experimental group further highlight the enduring nature of the intervention's effects on control and mental health outcomes. Tukey's test showed the enduring effectiveness of the intervention in cultivating positive psychological states and enhancing mental health among teachers as time progresses. Similarly, regarding the intervention's impact on the physical health of teachers, the results unveiled a significant effect during the pre-test stage, characterized by an F value surpassing the critical threshold and a significance level below 0.05. Furthermore, the discernible differences between the post-test and follow-up stages within the experimental group underscore the lasting benefits of the intervention on physical health outcomes. Utilizing Tukey's test to examine the variations across stages reaffirms the sustained nature of the intervention's effects, emphasizing its role in promoting enduring improvements in teachers' physical well-being.
Discussion
The current research aimed to investigate the effects of training focused on enhancing positive emotions and anger management on the self-regulation, mental health, and physical well-being of teachers. The results demonstrate a notable enhancement in all these aspects, underscoring the effectiveness of the intervention grounded in the principles of positive psychology.
The results demonstrated that the training designed to promote positive emotions and regulate anger substantially improves teachers’ capacity to embrace positive emotions and handle anger effectively. This aligns with prior research by Sevaari and Farzaadi [21], emphasizing the significance of positive emotions and proficient anger management within educational environments. Moreover, educational approaches emphasizing teachers' emotional well-being, as highlighted by Tang et al. [25] and Chen [24], further substantiate the necessity of implementing interventions aimed at enhancing teachers' emotional regulation skills.
The intervention demonstrated significant impacts on enhancing both emotion regulation and mental well-being among teachers. This discovery is consistent with prior studies conducted by Valinasab and Zeinali [26] and You and Kang [27], highlighting a close relationship between emotional well-being and self-control. The correlation among positivity, self-control, and mental well-being underscores the comprehensive advantages of interventions that focus on emotional regulation and principles of positive psychology. The results also indicated a significant enhancement in the physical health of teachers following the intervention. This outcome is consistent with prior research by Yousefi et al. [23], highlighting the profound impact of anger management on overall health outcomes. The findings emphasized the relationship between emotional regulation, physical health, and overall well-being, emphasizing the importance of holistic approaches in promoting teachers' health and resilience.
In conclusion, the intervention centered on instructing positive emotions and anger management rooted in positive psychology principles produced diverse advantages for teachers. Remarkably, it reduced the propensity for negative emotions, enhanced self-control and mental health, and improved physical well-being. These results not only positively impact teachers but also establish favorable conditions for student involvement and active participation in classroom dynamics. Consequently, incorporating such interventions into teacher training initiatives shows potential for nurturing a positive and encouraging educational atmosphere beneficial for the success of both educators and students.
The limitations of the study encompass a non-random sampling technique and a limited sample size, constraining the ability to generalize findings to wider teacher populations. Subsequent research should employ random sampling across varied educational environments and investigate additional methodologies beyond positive psychology to unveil more comprehensive insights. Moreover, concentrating solely on teachers neglects potential effects on students and other involved parties, emphasizing the need for broader evaluations in forthcoming studies. Augmented cooperation with educators and stakeholders is crucial for refining research methodologies and tackling relevant concerns, calling for larger sample sizes and diverse strategies to ensure robust and widely relevant conclusions.
Conclusion
The evaluated training causes significant enhancements in emotional regulation, mental health, and physical well-being, emphasizing the importance of anger management and embracing positive emotions for overall well-being.
Acknowledgments: We sincerely appreciate the teachers and all colleagues who collaborated with us in this study.
Ethical Permissions: The study was approved by the ethics committee of Islamic Azad University, Najaf Abad branch, Iran (ID: IR. IAU.NAJAFABAD.REC. 1401.078).
Conflicts of Interests: The authors declared no conflicts of interests.
Authors’ Contribution: Mosayebi Z (First Author), Introduction Writer/Methodologist/Main Researcher/Discussion Writer/Statistical Analyst (50%); Amooie M (Second Author), Introduction Writer/Assistant Researcher/Discussion Writer (50%)
Funding/Support: This research did not receive any specific grant from funding agencies in public, commercial, or not-for-profit sectors.
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2023/12/1 | Accepted: 2024/04/21 | Published: 2024/05/20
Received: 2023/12/1 | Accepted: 2024/04/21 | Published: 2024/05/20
* Corresponding Author Address: Department of Physical Education and Sport Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, University Blvd, Arqavanieh, Jey Street Isfahan, Iran. P.O.Box: 81595-158 (amoei1361@yahoo.com)
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