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Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria
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BACKGROUND: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. METHOD: The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. RESULTS: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. CONCLUSION: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.
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REBT is meant to assist clients to argue irrational beliefs and achieve adaptive and/or efficient beliefs associated with healthy living.
“Hence, rational-emotive behavioral treatment is meant to therapeutically assist clients to argue irrational beliefs and achieve adaptive and/or efficient beliefs which are associated with healthy living[9,10,12-15,21].”
From Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers (2020) · cites this paper as [21]
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Metadata
- Authors
- Ugwoke, S. C., Eseadi, C., Igbokwe, C. C., Chiaha, G. T. U., Nwaubani, O. O., Orji, C. T., Ugwuanyi, L. T., Chukwuma, I. S., Edikpa, E. C., Ogakwu, V. N., Onu, E. A., Agu, P., Nwobi, U. A., Omeke, F., Okeke, F. C., Ezema, R. N., & Abugu, L. I.
- Affiliations
- University of Nigeria (NG)
- Institute of Development Studies (IN)
- Corresponding author
- Nwaubani, Okechukwu O.
- ORCID
- Venue
- Medicine
- Published
- 2017-08
- Volume
- 96
- Issue
- 31
- Pages
- e7658
- ISSN
- 0025-7974 (ISSN-L)
- PMC
- PMC5626138
- OpenAlex
- W2739911656
- Cited by
- 57
- References
- 39
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 6 · 2023: 6 · 2022: 5 · 2021: 10 · 2020: 4 · 2019: 12 · 2018: 6 · 2017: 1
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- Medicine (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Keywords
- stress management, irrational beliefs, teacher stress, technical college teachers, health education intervention, stress coping, teaching profession
- MeSH terms
- Adaptation, Psychological, Adult, Analysis of Variance, Delusions, Faculty, Female, Health Education, Humans, Male, Nigeria, Surveys and Questionnaires, Stress, Psychological, Universities, Treatment Outcome
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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