The effectiveness of group transactional analysis training on job fatigue and job attachment in education teachers

Background and Aim: According to the researchers, teaching is a very stressful job and teachers suffer from more mental health problems compared to other workers. Job burnout occurs as a result of severe, continuous and uncontrolled stress and when the demands of the work environment exceed the individual's personal abilities to adapt or succeed. Therefore, the purpose of this research was to determine the effectiveness of transactional analysis on job fatigue and job attachment of teachers working in education. Methodology: The method of this research was quasi-experimental and in the form of a pre-test-post-test design with an experimental group and a control group. The statistical population of the current study included all teachers (teachers and principals) of Boyer Ahmad city, from among whom ۳۰ people were selected as a sample and were randomly divided into two experimental (۱۵ people) and control (۱۵ people) groups. The experimental group was trained with transactional analysis approach and the control group did not receive any intervention. The sampling method was random and Edwards and Kilpatrick (۱۹۸۴) job attachment questionnaires and Vadanovich and Kass (۱۹۹۰) job fatigue questionnaires were used to collect information. SPSS-۲۴ statistical software was used to analyze the research data. Results: The results showed that the teaching approach based on the analysis of Bern's transactional analysis was effective on the tendency of job fatigue and teachers' attachment (P<۰.۰۱). Also, the results were stable during the follow-up period. Conclusion: Considering that the present study has confirmed the positive effect of Bern’s transactional analysis therapy on job fatigue and increasing personal growth, it is suggested to provide the possibility of using exchange analysis approach in career counseling centers.