Eze Angela, Anyebe Mary O, Nnamani Rebecca G, Nwaogaidu John C, Mmegwa Patricia U, Akubo Esther A, Bako Victoria N, Ishaya Salome N, Eze Matthew I, Ekwueme Francis O, Awokwe Ngozi N, Ekwueme Uchechukwu H, Omenma Zipporah O, Chukwuma Joseph N, Amujiri Benjamin A, Bitrus Lucia A
Alex Ekwueme Federal University Ndufu Alike, Ikwo, Abakaliki, Ebonyi State, Nigeria.
University of Jos, Jos, Plateau State, Nigeria.
Front Psychiatry. 2023 Nov 29;14:1140300. doi: 10.3389/fpsyt.2023.1140300. eCollection 2023.
Stress is one of the highest-ranked work-related injuries worldwide and has become almost universal among the Nigerian workforce. English as a Second Language (ESL) teachers face enormous work-related threats that lead to occupational stress. When ESL teachers are stressed, students' language development and entire educational progress are at risk. This is mostly underscored as English, though a second language, serves as the language of instruction in Nigerian schools. As a result, managing occupational stress is particularly important for ESL teachers, as it is among the definitive ways of improving ESL learning and overall educational outcomes. This study examined the effectiveness of online cognitive behavioral intervention (o-CBI) in lowering occupational stress among ESL teachers.
ESL teachers with at least 1 year of experience were among the participants ( = 89). Participants were divided into two groups: the intervention group ( = 44) and the control group ( = 45). For 9 weeks, the experimental group engaged in nine sessions of 2 h of the o-CBI program. The Single Item Stress Questionnaire (SISQ), the Satisfaction with Therapy and Therapist Scale-Revised (STTS-R), and the Teachers' Stress Inventory (TSI) were the measures used to collect primary and secondary data. Four sets of data were collected at baseline, post-test, and follow-up 1 and 2 evaluations. The data were analyzed using mean, standard deviation, -test statistics, repeated measures ANOVA, and bar charts.
Compared to the control group, the o-CBT group had significantly lower TSI scores at the post-test (Time 2) and follow-up evaluations (Times 3 and 4). Between pre-, post-, and follow-up 1 and 2 measurements, there were no significant differences in occupational stress index scores in the control group. It was concluded that o-CBI is effective in job-stress treatment among ESL teachers. In addition, implications for school health policy are discussed. The o-CBI for occupational stress was well received by the participants, showing high acceptability among ESL teachers.
压力是全球排名最高的与工作相关的伤害之一，在尼日利亚劳动力中几乎普遍存在。作为第二语言的英语（ESL）教师面临着导致职业压力的巨大工作相关威胁。当ESL教师感到压力时，学生的语言发展和整个教育进程都会受到影响。这一点尤为突出，因为尽管英语是第二语言，但它是尼日利亚学校的教学语言。因此，管理职业压力对ESL教师尤为重要，因为这是改善ESL学习和整体教育成果的决定性方法之一。本研究考察了在线认知行为干预（o-CBI）在降低ESL教师职业压力方面的有效性。
参与者包括至少有1年教学经验的ESL教师（n = 89）。参与者被分为两组：干预组（n = 44）和对照组（n = 45）。在9周的时间里，实验组参加了9次时长为2小时的o-CBI项目课程。使用单项压力问卷（SISQ）、治疗与治疗师满意度量表修订版（STTS-R）和教师压力量表（TSI）来收集主要和次要数据。在基线、测试后以及随访1和随访2评估时收集了四组数据。使用均值、标准差、t检验统计量、重复测量方差分析和柱状图对数据进行分析。
与对照组相比，o-CBT组在测试后（时间2）和随访评估（时间3和时间4）的TSI得分显著更低。在对照组的前测、后测以及随访1和随访2测量之间，职业压力指数得分没有显著差异。得出的结论是，o-CBI在ESL教师的工作压力治疗中是有效的。此外，还讨论了对学校健康政策的影响。针对职业压力的o-CBI受到了参与者的好评，在ESL教师中显示出较高的可接受性。
