Abstract:

This paper is aimed at presenting results of the Mind, Emotional, and Spiritual (MES) program, created by the researchers, to enhance MES self-management skills for the public high-school teachers in Chonburi Province, Eastern Thailand. A selected school met the inclusion criteria: having more than 1,000 students, and having more than 100 teachers with voluntary participation in the research project. There were 55 teachers. The research instruments included questionnaires for demographic data, finger thermometers, Thai Happiness Indicators (THI-15), Thai General Health Questionnaire (Thai GHQ–28), Spiritual Well-Being Scale (SWBS), and World Health Organization Quality of Life Scale (WHOQOL-BREF). The MES program was comprised of 15 sessions. The first four group counseling sessions consisted of 1) health goal setting, 2) commitment for existing with the program, 3) team building, and 4) progressive muscle relaxation training. The other 11 sessions were Yoga activities. Participants were required to be engaged in the program twice a week for eight weeks. The pre-test was administered in a week before starting the MES program while the post-test was applied after ending the last session for two weeks. Data collected were analyzed by the paired-sample t-test.
As the results revealed, comparing between pretest and posttest, their average scores of the overall WHOQOL-BREF and each WHOQOL-BREF dimension of the physical, environment, psychological, and results of THI-15, and finger temperatures differed significantly at the statistical value of .05 level. The other scores, social quality of life, overall SWBS, SWBS in religious well-being and present well-being, and Thai GHQ–28 had no significant differences.
The MES program enhanced the overall WHOQOL-BREF and happiness, and reduced stress. Most participants expressed their satisfaction and happiness and expected that program would extend to benefit their colleagues both in this school and others. At the policy level, it was recommended that MES program should be implemented into action year plan. In practice, all education personnel should be encouraged to participate in the program as routine action.

Keywords:

employee health, emotional well-being, life skills, quality of life, teacher development, exercise.