Abstract
BACKGROUND:
The research evidence has shown that cognitive behavioral group therapy had a significant impact on the quality of life and job motivation. This study aimed to assess the impact of cognitive behavioral group therapy on the quality of life and job motivation of female teachers.
MATERIALS AND METHODS:
A quasi-experimental design with pre-test and post-test measures and a control group was utilized. The study population comprised all primary school teachers in Iran during the academic year 2021. Through simple random sampling, 30 female primary school teachers were assigned to either an experimental or a control group, with 15 participants in each group. The experimental group received eight sessions of cognitive-behavioral group therapy, while the control group did not receive any intervention. Data were collected using the Quality of Life Questionnaire and the Teachers’ Career Motivation Questionnaire. One-way MANCOVA and ANCOVA were used to analyze the data.
RESULTS:
The results indicated that the experimental group significantly improved their quality of life and job motivation compared to the control group at the post-test stage. Cognitive-behavioral group therapy was found to increase teachers’ quality of life and job motivation (P = 0.002).
CONCLUSIONS:
Therefore, we conclude that cognitive-behavioral group therapy is an effective means of enhancing the quality of life and job motivation of teachers.
Keywords: Cognitive behavioral therapy, motivation, quality of life
Introduction
An educator is a crucial component of the educational system. The teacher’s quality plays a significant role in determining the quality of education. It is generally accepted that having driven employees is crucial for the success and standard of an organization, making it essential to analyze teachers’ motivation to ensure quality education.[1] Teachers’ quality of life is a central variable that plays an important role in teaching. The concept of quality of life includes personal, social, physical, and psychological aspects and is based on individual subjective assessment. It shows individuals’ perspectives on their life circumstances, self-evaluations, interactions with others, surroundings, and interpretations of everyday occurrences.[2] To ensure teachers are performing at their best at work and prevent negative impacts on students and schools, it is crucial to enhance their motivation and quality of life.[3] Therapists who practice cognitive-behavioral therapy believe that changing thoughts and behaviors can enhance mental well-being. Individuals can achieve healing and good health through various methods by receiving support to embrace themselves instead of being critical.[4] Research has shown that teachers in schools are part of a profession that has a high rate of musculoskeletal disorders related to their work. Various personal, job-related, and psychological factors have been found to impact the intricate development of work-related musculoskeletal disorders. These disorders present a significant and expensive issue in occupational health, contributing to a decreased quality of life for teachers.[5] Research indicates that group cognitive-behavioral therapy is effective in improving mental health, particularly in improving overall well-being and quality of life. The findings of the research indicated that cognitive behavioral therapy decreased fatigue and enhanced quality of life in females.[6] Group therapy that focuses on cognitive behavioral techniques has been shown to improve quality of life.[7] Research demonstrated that a 20-week group therapy utilizing cognitive-behavioral techniques had positive impacts on the quality of life related to health, specifically targeting the key domains affected by burnout.[8] Studies on cognitive-behavioral therapy indicate that this approach has the potential to enhance one’s quality of life.[9,10] The evidence has shown that cognitive behavioral therapy amends quality of life and job satisfaction.[11] Results suggest that CBT is effective in enhancing health-related quality of life and decreasing psychological distress.[12,13] Cognitive behavioral therapy also reduces psychological distress and improves the quality of life.[14]
Motivation is crucial for success in educational settings, as it enables a teacher to approach their work with a dedication that helps achieve organizational goals. What motivates or brings satisfaction to school teachers to reach outstanding performance levels? It is important to carefully examine this reflection in various areas with varying factors to consider.[15] The motivation of teachers to engage in professional learning plays a key role in determining the success of ongoing professional development programs.[16] Scientific evidence pointed to a notable connection between the conditions of schoolwork and the motivation of teachers in their jobs.[17] Without proper monitoring of teachers’ involvement in setting goals and a lack of a supportive professional development environment, students may end up in overcrowded classrooms with limited school resources.[18] There is rare research about the impact of cognitive behavioral group therapy on job motivation. Some studies have shown that cognitive behavioral therapy has a notable impact on organizational performance and job satisfaction.[19] It has also been shown to enhance job motivation and success.[19] Darba et al.[20] observed that the cognitive behavioral interactive program with a positive focus can enhance teachers’ mental well-being and job fulfillment. Research indicates that Cognitive Behavioral Therapy leads to positive improvements in occupational results, such as job attainment and increased focus and productivity in the workplace. The shift in pessimistic thinking patterns seemed to be a factor in this later transformation.[21] Diallo, et al.[22] conducted research to analyze how the effectiveness of a combined cognitive behavioral therapy and motivational interviewing intervention influenced motivation for employment. Findings showed that the intervention group had greater motivation in securing employment compared to the control group. Previous research findings recommend CBT patients’ involvement in positive changes in word-related results, both in finding work and being more centered and beneficial at work.[21] Scientific research indicates that cognitive-behavioral therapy reduces maladaptive thoughts and improves self-determined motivation and the satisfaction of basic psychological needs (well-being) in senior police officers.[23] Research indicates that cognitive behavioral therapy has the potential to improve the outcomes of vocational programs.[24]
As a result, when teachers’ motivation and quality of life improve, it positively impacts both their psychological health and professional performance, ultimately leading to higher academic achievement for students. Nevertheless, limited research has been conducted on this subject with female teachers in Iran. Given the scarcity of research in this field, it is important to investigate this topic specifically with female teachers. Therefore, the current study seeks to explore how cognitive-behavioral group therapy affects the quality of life and job motivation of female teachers.
Materials and Methods
Study design and setting
In February 2021, quasi-experimental research was conducted on female teachers from elementary schools in Mehrshahr City, Karaj, Iran. After receiving permission from the Karaj Department of Education, the researchers notified female teachers in all 17 primary school districts in Mehrshahr City, Karaj, about the research project. Individuals who showed interest were directed to nearby counseling centers to obtain an invitation letter and complete the necessary steps. To qualify for participation, teachers were required to be women, have a minimum of three years of work experience, complete an internship that year, and not be involved in any other intervention programs simultaneously. Any participant who did not follow the rules or ceased attending sessions had their participation terminated.
Study participants and sampling
This research investigated how cognitive-behavioral group therapy affected the quality of life and job motivation of 30 female teachers in Mehrshahr of Karaj City, Iran. The sample was chosen using simple random sampling and divided into two groups of 15 participants each (experiment and control).
Data collection tool and technique
Researchers were authorized to study female educators in 17 elementary school districts in Mehrshahr, Karaj City, Iran. To qualify, participants had to be women with at least three years of work experience, currently undertaking an internship, and not participating in any other programs. Individuals seeking more information were directed to a counseling center. After the pre-test, the experimental group received a customized intervention package, while the control group did not receive any intervention. The intervention based on Rabiei, Shirani, and Sharifi,[11] Moradi, Banisi, and Zomorrodi[4] and Momeni and Rafiei[25] [Table 1].
Table 1.
A list of intervention methods during treatment sessions
| Treatment sessions | The topic and objectives of the meeting | |
|---|---|---|
| First | The preliminary consultation involves acquainting the participants with the guidelines and objectives of the group, familiarizing them with the cognitive-behavioral approach, demonstrating the problem-solving methodology, distributing the worksheet, and facilitating interactive practice sessions in triads. | |
| Second | Together, we will work to establish clear goals and develop a thoughtful approach for initiating your desired activity, taking into account any relevant background information. We will also discuss the potential positive impact on various aspects of your life, including physical, mental, occupational, and familial well-being. Your thoughts and feelings about this process are always welcome and valued. | |
| Third | Collaborative problem-solving activities help subjects recognize and regulate their emotions, leading to increased optimism in various circumstances. | |
| Fourth | We’ll work together to identify negative thought patterns and tackle them through collaborative problem-solving. You’ll receive constructive feedback on assignments to boost motivation and enhance your work life. Homework will also be assigned to reinforce new skills. | |
| Fifth | We discussed relaxation techniques, work motivation skills, and coping strategies, and received some assignments. | |
| Sixth | In this meeting, we’ll discuss resuming activities, job training, and problem-solving to achieve objectives. | |
| Seventh | Understanding mindfulness, focus, and presence in the present moment, bodily inspection, mental imagery, and mindfulness techniques. | |
| Eighth | We’ll teach the loving lifestyle approach, provide a worksheet for planning and executing loving behaviors, summarize the contents, conduct a post-examination, and conclude the session. |
Quality of life questionnaire
The questionnaire by Endicott, Nee, Harrison, and Blumenthal[26] was created to evaluate how satisfied and happy a person is with their life. Consisting of 14 questions, the assessment measures contentment and enjoyment across different areas of everyday performance. The survey is highly respected for its thorough examination of typical behaviors and is rated on a Likert scale with a top score of five.[27] The Q-LES-Q short form and SWLS tool had a strong correlation (r = 0.71, P < .0001) in measuring the percentage of the maximum score, indicating the high reliability of the questionnaire.[28]
Teachers’ career motivation questionnaire
This questionnaire was utilized to gauge the level of teachers’ career drive, comprising 20 questions, with scoring based on the Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. The total scores of this questionnaire are calculated by adding up the responses to all questions. Specialists have verified the content validity of this questionnaire. The questionnaire Cronbach’s alpha exhibited a reliability rate of 95.[29]
Ethical Consideration
The researchers informed female teachers that their participation in this study was entirely voluntary and free from coercion. Participants were free to withdraw at any time without negatively impacting their involvement in future services or the current program. They were assured that the evaluation process would not cause them any physical or psychological harm. Additionally, participants were guaranteed that all obtained information would be kept confidential and used solely for research purposes. The ethical code IR.USB.REC.1403.009 was used for the registration of this study.
Data analysis
Result
Descriptive statistics (mean, standard deviation) and MANCOVA and ANCOVA were used for data analysis [Tables 2-4]. Data analysis was performed SPSS (version 22) and statistical tests of analysis P value of less than 0.05 was considered significant.
Table 2.
Mean and SD of teachers on quality of life and job motivation in the experimental and control groups in pre-test and post-test
| Variable | Teachers’ Job Motivation | Quality of Life | ||
|---|---|---|---|---|
| Group | Mean±SD | Mean±SD | ||
| Experiment | ||||
| Pretest | 80.06±11.42 | 50.13±8.58 | ||
| Posttest | 84.40±6.76 | 55.66±6.51 | ||
| Control | ||||
| Pretest | 83.00±12.14 | 48.40±10.14 | ||
| Posttest | 71.80±12.28 | 36.60±12.62 |
Table 4.
One-Way MANCOVA on quality of life and teachers’ job motivation in post-test
| Effect | Multivariate test | Value | F | Df1 | Df2 | Sig. | η2 | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Intercept | Pillai’s Trace | 0.599 | 18.68 | 2 | 25 | 0.0001 | 0.60 | |||||||
| Wilks’ Lambda | 0.401 | 18.68 | 2 | 25 | 0.0001 | 0.60 | ||||||||
| Hotelling’s Trace | 1.495 | 18.68 | 2 | 25 | 0.0001 | 0.60 | ||||||||
| Roy’s Largest Root | 1.495 | 18.68 | 2 | 25 | 0.0001 | 0.60 | ||||||||
| Group | Pillai’s Trace | 0.383 | 7.77 | 2 | 25 | 0.002 | 0.38 | |||||||
| Wilks’ Lambda | 0.617 | 7.77 | 2 | 25 | 0.002 | 0.38 | ||||||||
| Hotelling Trace coefficient | 0.622 | 7.77 | 2 | 25 | 0.002 | 0.38 | ||||||||
| Roy’s Largest Root | 0.622 | 7.77 | 2 | 25 | 0.002 | 0.38 |
According to the data in Table 2, the experimental group’s mean and standard deviation for quality of life at the pre-test were 50.13 and 8.58, while those for the control group were 48.40 and 10.14. At the post-test, the experimental group’s mean and standard deviation were 55.66 and 6.51, while those for the control group were 43.60 and 12.62. In the experimental group’s pre-test, the mean and standard deviation of teachers’ work motivation were 80.06 and 11.42; in the control group’s pre-test, they were 83.00 and 12.14; and in the experimental group’s post-test, they were 43.60 and 12.62 and 71.80 and 12.28, respectively.
Based on the results of Table 3, it is indicated that the result of Levenes’ test is not significant for the quality of life [F (1,28) =2.20, P = 0.15] and for teachers’ job motivation [F (1,28) =1.32, P = 0.26], so the assumption of homogeneity of variances for quality of life is established.
Table 3.
Results of Levene’s test of equality of error variances
| Variable | F | df1 | df2 | Sig. | ||||
|---|---|---|---|---|---|---|---|---|
| Quality of life | 2.20 | 1 | 28 | 0.15 | ||||
| Teachers’ job motivation | 1.32 | 1 | 28 | 0.26 |
The groups were statistically different on the post-test means of the quality of life and teachers’ job motivation [Wilks’ Lambda =0.62, F (2,25) =7.77, P = 0.002; η2 = 0.383]. The experiment group had higher mean scores on the post-test in comparison to the control group.
For showing the effectiveness of cognitive–behavioral group therapy on quality of life and teachers’ job satisfaction with experiment and control groups one way ANCOVA was used which results are presented in the below tables.
An ANCOVA analysis was used to compare the post-test scores of quality of life in the experiment and control groups which are shown in Table 5. The results depicted that there is a significant difference in post-test scores of quality of life [F (1,27) = 10.143, P = 0.004, η2 = 0.273] between the experiment and control groups. The intervention of the cognitive-behavioral therapy program has had a significant impact on the experimental group’s scores of quality of life in comparison to the control group.
Table 5.
Univariate covariance analysis on quality of life of post-test scores in experiment and control groups
| Source of variation | Type III Sum of Squares | Df | Mean Square | F | Sig. | η2 | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Corrected Model | 1114.184 | 2 | 557.092 | 5.37 | 0.011 | 0.284 | ||||||
| Intercept | 1993.120 | 1 | 1993.120 | 19.20 | 0.0005 | 0.416 | ||||||
| Quality of life | 22.151 | 1 | 22.151 | .21 | 0.648 | 0.008 | ||||||
| Group | 1052.952 | 1 | 1052.952 | 10.14 | 0.004 | 0.273 | ||||||
| Error | 2802.782 | 27 | 103.807 | |||||||||
| Total | 77821.000 | 30 | ||||||||||
| Corrected Total | 3916.967 | 29 |
A one-way ANCOVA analysis was used to compare the post-test scores of teachers’ job motivation in the experiment and control groups. The results depicted that there is a significant difference in post-test scores of teachers’ job motivation [F (1,27) = 11.08, P = 0.003, η2 = 0.291] between the experiment and control groups. The intervention of a cognitive-behavioral therapy program has had a significant impact on the experimental group scores of teachers’ job motivation in comparison to the control group [Table 6].
Table 6.
Univariate Covariance Analysis on teachers’ job motivation of post-test scores in experiment and control groups
| Source | Type III Sum of Squares | Df | Mean Square | F | Sig. | η2 | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Corrected Model | 1250.97 | 2 | 625.49 | 6.27 | 0.006 | 0.317 | ||||||
| Intercept | 4472.94 | 1 | 4472.94 | 44.87 | 0.0005 | 0.624 | ||||||
| Job motivation | 60.27 | 1 | 60.27 | 0.61 | 0.444 | 0.022 | ||||||
| Group | 1104.41 | 1 | 1104.41 | 11.08 | 0.003 | 0.291 | ||||||
| Error | 2691.73 | 27 | 99.69 | |||||||||
| Total | 186931 | 30 | ||||||||||
| Corrected Total | 3942.70 | 29 |
Discussion
The aim of this research was to determine how cognitive-behavioral group therapy impacted the quality of life and job motivation of female teachers in Mehrshahr, Karaj City, Iran. The study findings revealed a notable discrepancy in the post-test quality of life scores of female teachers in Karaj City’s secondary schools between the experimental and control groups. The outcomes of this research align with the results of previous studies.[6,7,8,9,10,11,12,13,14] The cognitive-behavioral group therapy improved the quality of life and increased the quality of life scores for female teachers. Cognitive-behavioral group therapy has the ability to evoke positive emotions and mitigate negative feelings, fostering a positive self-image, perspective on life, and outlook on the future. This, combined with practical strategies for overcoming challenges such as job-related stress, likely contributed to these findings. Based on the results of this research, cognitive-behavioral intervention proves to be an effective approach to enhancing the quality of life of female teachers.
The results of this study demonstrated that there was a significant difference between the experiment and control group on post-test scores of female teachers’ job motivation in secondary schools in Karaj City. The results of this study are consistent with the findings of previous studies.[19,21,22,24,29] Cognitive behavioral therapy is a top method for increasing motivation in the workplace. Scientific evidence indicates that cognitive-behavioral therapy can enhance the quality of life.[9,11] It seems that cognitive-behavioral group therapy had a positive effect on job motivation and increased the female teachers’ quality of life scores. Darba et al.[20] discovered that emphasizing positivity in cognitive behavioral programs can enhance teachers’ mental well-being and happiness in their work, which is a consequence of job motivation. Studies show that Cognitive Behavioral Therapy results in better occupational outcomes, including job attainment and enhanced focus and productivity at work. A change in negative thought processes appeared to play a role in this subsequent change.[21] Based on the findings of this research, cognitive behavioral group therapy has improved the motivation of female teachers at work. Therefore, this therapy can be effectively utilized for addressing organizational concerns related to job motivation, job satisfaction, and commitment to work among female teachers.
Limitation and recommendation
One of the shortcomings of this study was that only female teachers were included in the sample.
Another shortcoming of this study was the lack of continuous monitoring of the stability of the results, which is one of the limitations of the study; therefore, caution is advised when generalizing the results.
In future studies, it is highly recommended to use cognitive-behavioral group therapy for other groups and evaluate the sustainability of the study results during a follow-up period of at least 2–3 months. In addition, it is recommended to prepare the use of training programs based on cognitive-behavioral group therapy and psychological therapies to help counselors solve problems related to job satisfaction, choose a suitable career, and overcome vanity and wandering.
Conclusion
According to the results of the present study, cognitive-behavioral group therapy, which emphasizes the relationship between thoughts, emotions, physical sensations, and behavior, had a positive effect on the quality of life and job motivation of female teachers in secondary schools in Karaj City, Iran. This method may be beneficial for improving teachers’ quality of life and job motivation. Furthermore, the use of cognitive-behavioral therapy is clinically effective, economically advantageous, and recommended.
Conflicts of interest
The authors wish to affirm that they have no conflicts of interest in this research.
Acknowledgment
We want to extend our genuine gratitude to all secondary school teachers at Karaj Education Center for their contribution and cooperation in this research.
Funding Statement
Any public, commercial, or non-profit organizations did not fund this research.
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