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Abstract: (8 Views)
Background: Positive psychological coaching plays a crucial role in enhancing performance and increasing job self-efficacy, which is a key factor in productivity and job satisfaction. On the other hand, whining, or frequently expressing dissatisfaction in the workplace, can weaken the organizational climate and reduce individual and group efficiency. While numerous studies have focused on the significance of positive coaching in improving self-efficacy, the impact of such interventions on reducing negative behaviors, such as complaining, has received less attention.
Aims: This study aimed to investigate the effect of positive psychological coaching on complaining and job self-efficacy among education employees in Ilam County.
Methods: The present study employed an experimental design with a pretest-posttest control group framework. The statistical population included all education employees in Ilam County in 2023, from which 40 individuals were selected as the sample using simple random sampling. Participants were randomly assigned to experimental and control groups. Research instruments included the Complaining Scale (Kowalski, 1996), the Job Self-Efficacy Questionnaire (Riggs & Knight, 1994), and the Positive Psychological Coaching Model (Robert & Belding, 2020). Data were analyzed using covariance analysis (ANCOVA) with SPSS version 26.
Results: The results of multivariate covariance analysis (MANCOVA) indicated a statistically significant difference in complaining and job self-efficacy between the experimental group (positive psychological coaching intervention) and the control group (P< 0.000). Further ANCOVA tests within the MANCOVA showed that the positive psychological coaching intervention significantly reduced complaining (P< 0.000) and increased job self-efficacy (P< 0.001) in the experimental group compared to the control group.
Conclusion: The findings suggest that educational managers and policymakers can use this approach to foster a more positive work environment and improve employee performance. Organizing positive coaching training sessions for employees and managers, designing educational programs based on positive psychological approaches, and enhancing communication and problem-solving skills can help reduce workplace tensions and improve organizational productivity.
Aims: This study aimed to investigate the effect of positive psychological coaching on complaining and job self-efficacy among education employees in Ilam County.
Methods: The present study employed an experimental design with a pretest-posttest control group framework. The statistical population included all education employees in Ilam County in 2023, from which 40 individuals were selected as the sample using simple random sampling. Participants were randomly assigned to experimental and control groups. Research instruments included the Complaining Scale (Kowalski, 1996), the Job Self-Efficacy Questionnaire (Riggs & Knight, 1994), and the Positive Psychological Coaching Model (Robert & Belding, 2020). Data were analyzed using covariance analysis (ANCOVA) with SPSS version 26.
Results: The results of multivariate covariance analysis (MANCOVA) indicated a statistically significant difference in complaining and job self-efficacy between the experimental group (positive psychological coaching intervention) and the control group (P< 0.000). Further ANCOVA tests within the MANCOVA showed that the positive psychological coaching intervention significantly reduced complaining (P< 0.000) and increased job self-efficacy (P< 0.001) in the experimental group compared to the control group.
Conclusion: The findings suggest that educational managers and policymakers can use this approach to foster a more positive work environment and improve employee performance. Organizing positive coaching training sessions for employees and managers, designing educational programs based on positive psychological approaches, and enhancing communication and problem-solving skills can help reduce workplace tensions and improve organizational productivity.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)