A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

Background/objectives: Heightened stress tends to undermine both teachers' efficacy and students' outcomes. Managing job stress in teachers of children with special education needs is continually recommended due to the increased demands for the teachers to adapt curriculum content, learnin...

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Autores principales:	Francisca Chinwendu Okeke, Charity N. Onyishi, Paulinus P. Nwankwor, Stella Chinweudo Ekwueme
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Rational emotive occupational health coaching Job-stress Children with special needs Teachers Education Information technology T58.5-58.64 Psychology BF1-990
Acceso en línea:	https://doaj.org/article/f8dbb8a8d20548b98d3c2a0768d7b7f5
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spelling	oai:doaj.org-article:f8dbb8a8d20548b98d3c2a0768d7b7f52021-11-14T04:33:08ZA blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs2214-782910.1016/j.invent.2021.100482https://doaj.org/article/f8dbb8a8d20548b98d3c2a0768d7b7f52021-12-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2214782921001226https://doaj.org/toc/2214-7829Background/objectives: Heightened stress tends to undermine both teachers' efficacy and students' outcomes. Managing job stress in teachers of children with special education needs is continually recommended due to the increased demands for the teachers to adapt curriculum content, learning materials and learning environments for learning. This study investigated the efficacy of blended Rational Emotive Occupational Health Coaching in reducing occupational stress among teachers of children with special needs in Abia State, Nigeria. Method: The current study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments. Participants (N = 83) included teachers of children with special education needs in inclusive and specialized schools. The bREOHC group was exposed to intersession face-to-face and online REOC program weekly for twelve (12) weeks. Data were collected using Single Item Stress Questionnaire (SISQ), Teachers' Stress Inventory and Participants' Satisfaction questionnaire (PSQ). Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA and bar charts. Results: Results revealed that the mean perceived stress, stress symptoms and the total teachers' stress score of the bREOHC group at post-test and follow up assessments reduced significantly, compared to the waitlisted group. Participants also reported high level of satisfaction with the therapy and procedures. Conclusion: From the findings of this study, we conclude that blended REOHC is efficacious in occupational stress management among teachers of children with special education needs.Francisca Chinwendu OkekeCharity N. OnyishiPaulinus P. NwankworStella Chinweudo EkwuemeElsevierarticleRational emotive occupational health coachingJob-stressChildren with special needsTeachersEducationInformation technologyT58.5-58.64PsychologyBF1-990ENInternet Interventions, Vol 26, Iss , Pp 100482- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Rational emotive occupational health coaching Job-stress Children with special needs Teachers Education Information technology T58.5-58.64 Psychology BF1-990
spellingShingle	Rational emotive occupational health coaching Job-stress Children with special needs Teachers Education Information technology T58.5-58.64 Psychology BF1-990 Francisca Chinwendu Okeke Charity N. Onyishi Paulinus P. Nwankwor Stella Chinweudo Ekwueme A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
description	Background/objectives: Heightened stress tends to undermine both teachers' efficacy and students' outcomes. Managing job stress in teachers of children with special education needs is continually recommended due to the increased demands for the teachers to adapt curriculum content, learning materials and learning environments for learning. This study investigated the efficacy of blended Rational Emotive Occupational Health Coaching in reducing occupational stress among teachers of children with special needs in Abia State, Nigeria. Method: The current study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments. Participants (N = 83) included teachers of children with special education needs in inclusive and specialized schools. The bREOHC group was exposed to intersession face-to-face and online REOC program weekly for twelve (12) weeks. Data were collected using Single Item Stress Questionnaire (SISQ), Teachers' Stress Inventory and Participants' Satisfaction questionnaire (PSQ). Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA and bar charts. Results: Results revealed that the mean perceived stress, stress symptoms and the total teachers' stress score of the bREOHC group at post-test and follow up assessments reduced significantly, compared to the waitlisted group. Participants also reported high level of satisfaction with the therapy and procedures. Conclusion: From the findings of this study, we conclude that blended REOHC is efficacious in occupational stress management among teachers of children with special education needs.
format	article
author	Francisca Chinwendu Okeke Charity N. Onyishi Paulinus P. Nwankwor Stella Chinweudo Ekwueme
author_facet	Francisca Chinwendu Okeke Charity N. Onyishi Paulinus P. Nwankwor Stella Chinweudo Ekwueme
author_sort	Francisca Chinwendu Okeke
title	A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
title_short	A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
title_full	A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
title_fullStr	A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
title_full_unstemmed	A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
title_sort	blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/f8dbb8a8d20548b98d3c2a0768d7b7f5
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A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

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