Effect of Rational-Emotive Behavior Therapy on Physics Teachers’ Stress Management in Nigeria

Christian Ugwuanyi
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Abstract

Purpose: This study investigated how rational-emotive behavior therapy (REBT) helped secondary school physics teachers manage work-related stress. Design/methods/approach: 86 secondary school physics teachers participated in this study using a randomised control trial group design as the study population. An appropriately validated and trial-tested job stress questionnaire was used to gather data for the study (α=.84). Prior to receiving a 12-week REBT intervention treatment, the participants underwent a pretest. After the intervention ended, the subjects underwent a posttest and were also given a follow-up test two months later. Data generated for this research was analysed analysis of variance (specifically repeated analysis of variance). Findings/Results: The outcome of the research revealed that the work stress of the physics teachers exposed to REBT was reduced significantly more than those of the control group.Implications: The research implication is that the work stress of physics teachers can be better managed using the REBT program. The study contributes to advancing the therapeutic space and concern that REBT treatment can be applied.
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合理动机行为疗法对尼日利亚物理教师压力管理的影响
目的:本研究探讨了理性动机行为疗法(REBT)如何帮助中学物理教师管理与工作相关的压力。设计/方法/途径:86 名中学物理教师作为研究对象参与了本研究,采用随机对照试验组设计。研究使用了一份经过适当验证和试验测试的工作压力问卷来收集数据(α=.84)。在接受为期 12 周的 REBT 干预治疗之前,受试者接受了一次前测。干预结束后,受试者接受了后测,并在两个月后接受了跟踪测试。本研究产生的数据进行了方差分析(特别是重复方差分析)。研究结果/成果:研究结果表明,与对照组相比,接受 REBT 的物理教师的工作压力明显减轻:研究启示:使用 REBT 程序可以更好地管理物理教师的工作压力。该研究有助于推进REBT疗法的治疗空间和关注REBT疗法的应用。
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