Quality of Work-Life and Stress Management in a Rural Sample of Primary School Teachers: An Intervention Study

Ogakwu, Nneka Vera; Ede, Moses Onyemaechi; Manafa, Ifeyinwa F.; Okeke, Chinedu Ifedi; Onah, Sebastine Okechukwu

doi:10.1007/s10942-022-00494-8

Cited by 8 publications

(5 citation statements)

References 49 publications

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“…[63] Other studies noted a significant decrease in school stress among students due to psychological intervention. [64,65] Onuigbo et al [25] remarked that REBT proves to be effective in managing stress in the workplace. The significant positive effect of CBI among university lecturers as a past study conducted in Nigeria has revealed that lecturers’ occupational stress levels were reduced.…”

Section: Discussionmentioning

confidence: 99%

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

Nwakpadolu,

Ede,

Okoro

et al. 2024

Medicine

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Background/Objective: Work demands in the contemporary Nigerian work environment are a critical concern to many including occupational stress researchers. This informed the current study to investigate the effect of psychological intervention in cushioning teachers’ stress in public secondary schools in Nigeria. Methods: A randomized control design was applied. The participants were 80 secondary school home economics teachers. They were randomized into 2 groups, that is, treatment and waitlisted arms. The former was designed as a 12-session cognitive behavior intervention while the latter was waitlisted and the members received theirs at the end of the study. Both group members were evaluated at the pretest, posttest, and follow-up test to understand the baseline of the problem, treatment outcome, and sustainability respectively. Perceived Stress Scale and Teacher irrational belief scale were used as test tools. Data from the 3-time tests were analyzed using multivariate statistic. Results: The main effect results showed a significant reduction in teachers’ stress and irrational beliefs due to cognitive behavior intervention. The follow-up test results also indicate that the impactful benefit of cognitive behavioral intervention on job stress reduction was significantly sustained over time. Regarding the influence of gender, the result shows no significant influence of gender on teachers’ job stress in schools. Conclusion: This study suggests that cognitive behavior intervention can decrease work-induced stress among secondary school home economics teachers. Therefore, the management of schools is enjoined to deploy the services of cognitive behavior therapists to monitor the mood and mental health of teachers.

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Section: Discussionmentioning

confidence: 99%

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

Nwakpadolu,

Ede,

Okoro

et al. 2024

Medicine

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“…Another recommendation is to introduce REBT principles in teacher education programs, for personal and professional development, to help future teachers to become more rational teachers and to be able to apply these principles in school settings or to prevent work-life conflict (Ogakwu et al, 2022(Ogakwu et al, , 2023.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

Samfira,

Sava

2023

Front. Psychol.

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IntroductionThe present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.MethodsA quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent the REBT interventions help teachers increase their level of unconditional self-acceptance as the primary outcome and decrease their perfectionism tendencies and pupil control ideology as secondary outcomes. The sample consisted of 100 in-service teachers assigned to either the intervention group (n = 50) or the control group (n = 50). The experimental group received a 6-week intervention program. Every session was held weekly and lasted 90–120 min. The Unconditional Self-Acceptance Questionnaire (USAQ), Pupil Control Ideology Scale (PCI), and Perfectionism Inventory Scale (PI) were used to collect data. This study used a mixed model ANOVA 2 × 3 for data analysis.ResultsThe results indicated that in the experimental group, there was a statistically significant increase in unconditional self-acceptance level from pre-test to post-test, which remains significant at the 6-month follow-up. Likewise, there were no statistically significant differences in unconditional self-acceptance levels between the post-test and 6-month follow-up in the intervention group.DiscussionThese findings prove that REBT interventions are effective in increasing teachers’ unconditional self-acceptance.

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“…Sin embargo, se ha mencionado en reiteradas ocasiones la sobrecarga laboral que implica el ejercicio docente, pues el profesorado, además de cumplir con su extensa jornada laboral, requiere trabajar en muchas ocasiones, en sus hogares (Allen et al, 2021), sacrificando tiempo destinado a la recreación y al fortalecimiento de vínculos familiares en pro de su perfeccionamiento profesional y de la mejora de sus prácticas educativas (Santiago, 2023). Estas percepciones del profesorado respecto al aumento de la carga de trabajo se hacen mayor en aquellos pertenecientes a escuelas públicas (Ogakwu et al, 2023;Stacey, McGrath-Champ & Wilson, 2023).…”

Section: Programa Psicoeducativo Aplicado En El Profesorado Como Meca...unclassified

“…De esta forma, tanto profesores como profesoras participantes en la intervención psicoeducativa aumentaron sus conocimientos en estrategias y técnicas que les permitirán lidiar con las dificultades de la vida cotidiana, mantener óptima su salud mental y los habilita para intervenir sobre otro grupo de profesionales, en aras de ofrecerles los conocimientos aprendidos (Hervás-Avilés, 2006;, Ogakwu et al, 2023.…”

Section: Niveles De Depresión Ansiedad Y Estrés En El Profesorado De ...unclassified

Programa psicoeducativo aplicado en el profesorado como mecanismo de retribución a las escuelas participantes de una investigación

Sáez-Delgado

López-Angulo

Mella-Norambuena

et al. 2023

LATAM

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Uno de los desafíos para los investigadores es generar mecanismos de retribución a los participantes de los proyectos de investigación como parte de los estándares éticos del procedimiento de campo. En este contexto, una investigación llevada a cabo en escuelas de educación secundaria respondió a este requerimiento consultando a los propios participantes sobre intereses de retribución. Se solicitó por parte de la comunidad educativa investigar sobre la salud mental producto de la sobrecarga laboral en escuelas vulnerables. Por lo tanto, este estudio se propuso (1) describir los niveles de depresión, ansiedad y estrés en el profesorado y (2) describir un programa aplicado como estrategia de intervención psicoeducativa basada en el “Modelo de consulta” para promover la salud mental. Se empleó un enfoque mixto. En la fase cuantitativa participaron 40 profesores y en la cualitativa participaron 13 profesionales de la educación en Chile. Se realizaron análisis estadísticos descriptivos y con los resultados de esta fase se diseñó una intervención psicoeducativa. La fase 1 reveló niveles de estrés y depresión moderados, también ansiedad severa. La fase 2 mostró que posterior a la intervención los participantes declararon conocer nuevas estrategias para lidiar con las dificultades de la vida cotidiana y técnicas o recursos para mantener una adecuada salud mental. Los profesores luego de su participación en la intervención aumentaron su conocimiento en estrategias y técnicas de manejo del estrés y la ansiedad.

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Quality of Work-Life and Stress Management in a Rural Sample of Primary School Teachers: An Intervention Study

Cited by 8 publications

References 49 publications

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

Programa psicoeducativo aplicado en el profesorado como mecanismo de retribución a las escuelas participantes de una investigación

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