Coaching impact on work-family conflict and occupational stress among educational administrators in primary schools

Abstract

Background: Many workers in developing countries have complained about poor working conditions, unhappiness, and job insecurity. As a result, irrationality in employees judgments of the dissatisfactory status of Nigerian organizational environments has been linked to deviant public employee behavior. Apparently, workers in this work environment experience job-induced hazards and distorted feelings about their occupational well-being. With that in mind, we evaluated the impact of rational-emotive occupational health coaching on work-life quality and occupational stress management among educational administrators in Nigeria. Methods: This research employed a group-randomized trial design. A total number of 70 administrators were recruited, measured with 2 measurement tools during the study. Frequency, percentage, and Chi-square statistics were employed to describe the recruited sample, and inferential (mixed model ANOVA) statistics were utilized to examine the information gathered from the participants. Results: The result showed a significant effect of the rational-emotive occupational health coaching (REOHC) group in decreasing the perception of stress and work-family conflict management among educational administrators. Also, the study reported a significant effect of time on administrators’ occupational stress and work-family conflict management. The results also indicate that administrators’ occupational stress and work-family conflict coping skills had a significant influence due to group and time interaction effects. Conclusion: REOHC is a powerful and useful coaching strategy that improves perceptions of administrators about work-life and job stress in work environment. Based on these results, we recommend REOHC for practitioners in different works of life.

Coping strategy for work-family conflict and burnout in construction industrial adult workers: A philosophical highlight

“…The findings also point to a statistically significant time effect on managing work-family conflict and occupational stress in administrators. [34] The findings also show that group and temporal interaction effects had a substantial impact on administrators coping mechanisms for work-family conflict and occupational stress. [34] The results also show that time, group, and gender interaction effects had a substantial impact on the occupational stress and work-family conflict scores of administrators.…”

“…[34] The findings also show that group and temporal interaction effects had a substantial impact on administrators coping mechanisms for work-family conflict and occupational stress. [34] The results also show that time, group, and gender interaction effects had a substantial impact on the occupational stress and work-family conflict scores of administrators. This suggests that individuals exposed to the experimental group experienced less occupational stress than individuals in the control group.…”

“…This suggests that individuals exposed to the experimental group experienced less occupational stress than individuals in the control group. [34]…”

“…This suggests that individuals exposed to the experimental group experienced less occupational stress than individuals in the control group. [34] In terms of work burnout, CBI was significant in improving the management of work burnout scores among construction workers. The follow-up result showed that a significant impact was sustained.…”

Assessing the Effectiveness of Clinical Rotations in Preparing Undergraduate Nursing Students for Practice: Mixed Study

“…Such supportive interactions contribute to motivation, enthusiasm for learning, and self-confidence among students (Ayu Eka et al, 2023;Sayers et al, 2015). In contrast, conflicts and improper treatment can hinder the learning experience, leading to frustration, anxiety, and reduced confidence (Bremer & Holmberg, 2020;Omeke et al, 2023). However, effective communication with students has been shown to enhance their learning motivation (Zheng et al, 2022).…”