en <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Aims:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:> This study aimed to investigate the effect of a blended educational intervention based on the health belief model (HBM) about COVID-19 on teachers' preventive behavior. </span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Materials & Methods:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:> A randomized controlled trial was conducted on female teachers in four districts affiliated with Education Organization Karaj Iran. Then, one of these two districts was assigned to the intervention group (n=70) and the other to the control group (n=70) by the lottery method. The educational intervention was conducted via three online platforms. Our intervention was named BEHTA. It included a specifically designed website, holding virtual and group discussion classes, and using a popular social network messenger. </span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Findings:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:> The results showed that there was no significant difference between the intervention and control groups before training (p>0.05) but immediately and 12 weeks after training, the two groups had a statistically significant difference in all constructs (p<0.05). In the control group, the mean score of knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy did not differ significantly (p>0.05), but the mean score of behavior decreased (p=0.027). </span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>Conclusion:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:> The educational intervention improves all constructs regarding COVID-19 in the intervention group. </span></span></span></span></span><br> Educational Intervention,COVID-19,Health Belief Model,Risk Reduction Behavior, 723 731 http://hehp.modares.ac.ir/browse.php?a_code=A-10-18085-11&slc_lang=en&sid=4 M. Omid 1003194753284600329986 1003194753284600329986 No Department of Health Education & Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University (TMU), Tehran, Iran F. Aminshokravi 1003194753284600329987 1003194753284600329987 Yes Department of Health Education & Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University (TMU), Tehran, Iran F. Zarei 1003194753284600329988 1003194753284600329988 No Department of Health Education & Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University (TMU), Tehran, Iran