The Effectiveness of Wisdom-Therapy on Self-Actualization of Highly Educated Teachers

Kordnoghabi, Rasool; Asoudeh, Maryam; Mohammadi, Mahsa

The Effectiveness of Wisdom-Therapy on Self-Actualization of Highly Educated Teachers

Document Type : research paper

Authors

¹ Associate professor, department of educational psychology, Bu-Ali Sina University, Hamedan, Iran

² PhD candidate of educational psychology, Bu-Ali Sina University, Hamedan, Iran

³ MA. in educational sciences, Bu-Ali Sina University, Hamedan, Iran

Abstract

The aim of this study was to investigate into the effect of wisdom-therapy on self-actualization of highly educated teachers. The research method was quasi-experimental with pretest-posttest and a control group. The statistical population consisted of all teachers with PhD. degrees in Hamedan in 1400. The sample of the study included 32 participants who were selected based on purposive sampling method and were randomly divided into two equal groups of experimental and control. Then, the wisdom-therapy protocol (adapted from from Kordnoghabi, 1400) was performed on the experimental group in eleven sessions. The self-actualization measure was the Jones and Crandall’s (1968) Self-Prosperity Questionnaire. to analyze the data univariate covariance test was applied using SPSS program (version 22). The results showed that the effect of treatment was significant (P <0.05) and personal wisdom-therapy approach had a positive effect on increasing the self-actualization of highly educated teachers. Therefore, it can be claimed that education officials can use this strategy to increase teachers’ self-fulfillment.

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