This article discusses the development and validation of a Rational Emotive Education (REE) module for the stress intervention of Malaysian boarding school students. The module comprises four submodules, namely, Acceptance, Feelings, Beliefs, and Disputing Beliefs that have been developed by using the Rational Emotive Behavioral Therapy (REBT) approach. The validation stage which was evaluated by a panel of experts showed that the module's content validity value is .92. Meanwhile, the reliability testing performed using a set of questionnaires indicated the reliability coefficient of .93 This article demonstrates how a rigorous procedure can be applied to develop and validate an effective stress intervention module before it can be administered in an actual study. The results also demonstrate how the REE module which is based on the REBT approach can be applied by school counselors for the purpose of stress intervention in an educational setting.
Emotions play an important role in the field of leadership. The intelligent use of emotions may be beneficial for leaders in achieving success. In fact, good use of emotions has been seen as a prerequisite for effective leadership. Leaders with high emotional competencies are perceived as more efficient by their followers. Besides, the use of emotional intelligence (EI) was found to be linked with transformational leadership. Furthermore, leaders' EI was found to be affecting followers' and organizational outcomes. Thus, we provide a selective review on the relationship between emotions and leadership. Our findings showed that EI is essential for successful leadership as it provides many benefits to leaders. With the use of EI, leaders could manage the team intelligently, handle difficult situations properly and reduce their stress effectively. Hence, we identified that it is necessary for researchers to further study the links between EI and leadership to gain the most benefits from it. We conclude with a discussion on the theoretical and practical implication, as well as some recommendation for future research with the promising use of EI in leadership development.
Teacher stress has been a major concern among researchers as it has negative impact on teaching profesion. This study aimed to test the mediating effect of irrational beliefs on the relationship between activating event as the independent variable and stress as the dependent variable. Data were collected from a sample of 201 teachers from seven Malaysian Fully Residential School (FRS) in the Johor state by using stratified random sampling. The Teacher Irrational Beliefs (TIB), Teacher Activating Event (TAE), and Teacher Stress (TRS) questionnaires were employed to measure irrational beliefs, activating events, and stress of teachers. The Pearson coefficient correlation was used to determine the relationships among variables and multiple regression analysis was used to verify the presence of mediation effects. In general, the correlation results showed that there were positive relationships among variables. The findings of regression analysis indicated that irrational beliefs mediate the relationship between activating event and stress among FRS teachers. This findings highlighted the teachers’ irrational beliefs as the major determinants of emotional problems rather than activating event itself which comply with the ABC Model based on Rational-Emotive Behavioral Therapy (REBT) approach.
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