The Effectiveness of Wisdom Training on Academic Optimism, Egocentrism and Prosocial Behaviors in Elementary School Teachers
Keywords:
Wisdom training, academic optimism, egocentrism, prosocial behaviorsAbstract
Wisdom training plays a crucial role in teachers' professional development by enhancing emotional regulation, interpersonal relationships, reflective thinking, and personal integration. This study aimed to examine the effectiveness of wisdom training on teachers' academic optimism, egocentrism, and prosocial behaviors. The research employed a quasi-experimental design with a repeated measures framework. The study population consisted of female elementary school teachers in District 18 of Tehran, from which 50 participants were selected through convenience sampling and randomly assigned to experimental and control groups (25 participants in each group). The experimental group received wisdom training, whereas the control group received no intervention. Research instruments included the Academic Optimism Scale (Beard et al., 2010), the Egocentrism Scale (Tajmirriahi et al., 2020), and the Prosocial Behavior Scale (Caprara et al., 2005). The results of mixed analysis of variance demonstrated that wisdom training had a significant effect on academic optimism, egocentrism, and prosocial behaviors among teachers (p < 0.01), with the effects persisting in the follow-up phase. Findings suggest that wisdom training enhances teachers' cognitive-emotional growth and empathy. Consequently, integrating wisdom-oriented approach into elementary education may serve as a transformative strategy for teacher development.
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