Effects of assertiveness training on the behavior of high school teachers in work interactions

This study intended to investigate the effects of assertiveness training on the behavior of high school teachers in work interactions. This research specifically aimed to find out whether assertiveness training will bring about among non-assertive Marian College High School teachers the ability to express themselves openly and appropriately with confidence and the reduction of anxiety in work interactions. In conducting the study, a Randomized Control Group Pretest-Posttest Design was employed. The 18 subjects of this study were chosen among 25 teachers who scored 20 and below in the Rathus Assertiveness Scale. The subjects were randomly assigned to the experimental and control groups. The experimental subjects received a successive two-day assertiveness training for 2-hour-six sessions. The gathered data through the RAS, AI, UI, and IISRS instruments were treated statistically through the employment of the t-test for correlated samples and weighed mean for the items on the AI, UI, and IISRS to determine the changes from the pretest to the posttest condition. The t-test results show that there is a significant difference between the pretest and posttest scores on the RAS, AI, and UI in the experimental group (p .05). This indicates that the experimental group members have perceived themselves as significantly improved on their assertive behavior. The significant difference in the gain scores on the RAS and UI between the experimental and control groups (p .05) shows that the assertiveness training has effectively caused the changes that occurred in the experimental group. Although there is no significant difference between the immediate and delayed posttest of the experimental group the data show that the training has lasting effects on those who have gone through it.F rom the findings it could be concluded that the ATP seems to be acceptable to and effective for non-assertive Marian College high school teachers in bringing about changes in their behavior in relation to school work interactions and helpful in reducing anxiety in some school work situations