Department of Agric/Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria.
Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Medicine (Baltimore). 2024 Mar 1;103(9):e37174. doi: 10.1097/MD.0000000000037174.
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.
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.
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.
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.
背景/目的：当代尼日利亚工作环境中的工作要求是许多人（包括职业压力研究人员）关注的焦点。这促使我们进行了当前的研究，以调查心理干预对减轻尼日利亚公立中学教师压力的影响。
采用随机对照设计。参与者为 80 名中学家政教师。他们被随机分为两组，即治疗组和候补组。前者设计为 12 节认知行为干预，而后者为候补组，成员在研究结束时接受干预。两组参与者在预测试、后测试和随访测试中进行评估，以分别了解问题的基线、治疗结果和可持续性。使用感知压力量表和教师不合理信念量表作为测试工具。通过多变量统计分析了这 3 次测试的数据。
主要效果结果表明，认知行为干预显著降低了教师的压力和不合理信念。随访测试结果还表明，认知行为干预对减轻工作压力的影响在时间上显著持续。关于性别影响，结果表明性别对学校教师的工作压力没有显著影响。
本研究表明，认知行为干预可以减轻中学家政教师的工作压力。因此，学校管理层被敦促部署认知行为治疗师的服务，以监测教师的情绪和心理健康。
