Department of Adult Education and Extra-Mural Studies, University of Nigeria, Nsukka, Nigeria.
Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Medicine (Baltimore). 2024 Mar 1;103(9):e37231. doi: 10.1097/MD.0000000000037231.
The administrative, language, science and vocational staff in Nigerian open and distance learning centers handle a wide range of responsibilities, including teaching, supervising exams, managing projects for distant learners, conducting research, and attending conferences. However, no research in southeast Nigeria has looked into how the administrative, language, science and vocational staff at open-distance learning centers manage occupational stress. Therefore, the purpose of this study was to investigate how administrative, language, science and vocational education staff at open distance learning facilities in southeast Nigeria manage their work-related stress in relation to cognitive behavior therapy intervention.
The study used a randomized control group trial design with 63 administrative, language, science and vocational staff members as the sample size. Data were gathered using the Occupational Stress Index and the Perceived Stress Scale. The instruments' respective internal consistency reliability indices are.87 and.77. The 12-week intervention of cognitive behavior therapy was conducted. A postintervention exam was given to participants in both the intervention group and the nonintervention group after the conclusion of the intervention, and a follow-up assessment was given 2 months later. The paired samples t-test and the independent samples t-test were used to evaluate the data for the within-groups and between-groups effects, respectively.
In open and distance learning facilities in southeast Nigeria, it was discovered that cognitive behavior therapy significantly improved the administrative, language, science and vocational education staff's ability to manage occupational stress.
Administrative, language, science and vocational education staff at open distance learning facilities in southeast Nigeria can effectively manage their occupational stress through the use of cognitive behavior therapy.
尼日利亚开放和远程学习中心的行政、语言、科学和职业人员承担着广泛的职责，包括教学、监考、为远程学习者管理项目、进行研究和参加会议。然而，在尼日利亚东南部，没有研究关注开放远程学习中心的行政、语言、科学和职业人员如何管理职业压力。因此，本研究的目的是调查尼日利亚东南部开放远程学习设施的行政、语言、科学和职业教育人员如何在认知行为疗法干预的情况下管理与工作相关的压力。
该研究采用随机对照小组试验设计，以 63 名行政、语言、科学和职业人员作为样本。使用职业压力指数和感知压力量表收集数据。这些工具的内部一致性可靠性指数分别为.87 和.77。进行了为期 12 周的认知行为疗法干预。在干预结束后，对干预组和非干预组的参与者进行了干预后的考试，两个月后进行了随访评估。使用配对样本 t 检验和独立样本 t 检验分别评估组内和组间效果的数据。
在尼日利亚东南部的开放和远程学习设施中，发现认知行为疗法显著提高了行政、语言、科学和职业教育人员管理职业压力的能力。
尼日利亚东南部开放远程学习设施的行政、语言、科学和职业教育人员可以通过使用认知行为疗法有效地管理他们的职业压力。
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