Okeke Francisca Chinwendu, Onyishi Charity N, Nwankwor Paulinus P, Ekwueme Stella Chinweudo
Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Department of Religion and Cultural Studies, University of Nigeria, Nsukka, Nigeria.
Internet Interv. 2021 Nov 11;26:100482. doi: 10.1016/j.invent.2021.100482. eCollection 2021 Dec.
BACKGROUND/OBJECTIVES: Heightened stress tends to undermine both teachers' efficacy and students' outcomes. Managing job stress in teachers of children with special education needs is continually recommended due to the increased demands for the teachers to adapt curriculum content, learning materials and learning environments for learning. This study investigated the efficacy of blended Rational Emotive Occupational Health Coaching in reducing occupational stress among teachers of children with special needs in Abia State, Nigeria.
The current study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments. Participants ( = 83) included teachers of children with special education needs in inclusive and specialized schools. The bREOHC group was exposed to intersession face-to-face and online REOC program weekly for twelve (12) weeks. Data were collected using Single Item Stress Questionnaire (SISQ), Teachers' Stress Inventory and Participants' Satisfaction questionnaire (PSQ). Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, -test statistics, repeated measures ANOVA and bar charts.
Results revealed that the mean perceived stress, stress symptoms and the total teachers' stress score of the bREOHC group at post-test and follow up assessments reduced significantly, compared to the waitlisted group. Participants also reported high level of satisfaction with the therapy and procedures.
From the findings of this study, we conclude that blended REOHC is efficacious in occupational stress management among teachers of children with special education needs.
背景/目的：压力增大往往会削弱教师的效能感以及学生的学习成果。鉴于教师需要为满足特殊教育需求的儿童调整课程内容、学习材料和学习环境的要求不断提高，持续建议对这类教师的工作压力进行管理。本研究调查了混合式理性情绪职业健康辅导在减轻尼日利亚阿比亚州有特殊需求儿童教师职业压力方面的效果。
本研究采用了带有预测试、后测试和随访评估的组随机等待列表对照试验设计。参与者（n = 83）包括融合教育学校和特殊学校中有特殊教育需求儿童的教师。bREOHC组每周接受为期十二（12）周的面对面和在线REOC课程。使用单项压力问卷（SISQ）、教师压力量表和参与者满意度问卷（PSQ）收集数据。对基线、后测试以及随访1和2评估时收集的数据进行均值、标准差、t检验统计、重复测量方差分析和柱状图分析。
结果显示，与等待列表组相比，bREOHC组在后测试和随访评估时的平均感知压力、压力症状和教师总压力得分显著降低。参与者还报告对治疗和程序的满意度很高。
根据本研究的结果，我们得出结论，混合式REOHC在管理有特殊教育需求儿童教师的职业压力方面是有效的。
