Abstract:

This study consists of a program prepared for teachers to gain the ability to develop effective solutions to interpersonal problems. The aim of the research is to test the effectiveness of the Interpersonal Problem Solving Training Program, which was developed based on the cognitive approach, on teachers. In the research, a quasi-experimental design with a pretest-posttest control group is used. The experimental group (n=16) and the control group (n=16) consisted of 32 teachers working in two public schools in Ankara. The 5-seance Interpersonal Problem Solving Training Program developed by the researcher was applied to the experimental group in the spring semester of the 2016-2017 academic year. Any process was not applied to the control group. In the research, Interpersonal Problem Solving Inventory was used to collect data. In the research, in the sub-dimensions of interpersonal problem solving inventory; an unpaired t test was used to test the difference between pretest score averages; an intragroup t test was used related to pretest-posttest scores in the experiment group, and finally Split Plot ANOVA was applied to test the difference between pretest-posttest scores of the participants in the experiment and control group in the sub-dimension of ”constructive problem solving”. The findings obtained from the analyzes at the end of the training show that the interpersonal problem-solving training program contributes to the problem-solving skills of the teachers. The results are discussed in the frame of literature and suggestions for researchers and practitioners are included.

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