RESUMO
BACKGROUND: Those in administrative positions in adult education are more likely to suffer from stress because of the hard work they do, long hours in the office, a lack of adequate medical and welfare packages, and a lack of financial aid. In this study, adult education workers in Nigeria were assessed on the effectiveness of a cognitive and behavioral approach to managing occupational stress in public administration. METHOD: This study was a group-randomized trial in which 94 adult education workers occupy public administrative positions within Enugu State, Nigeria, participated. Data were collected using 2 instruments, the Perceived Stress Scale, and the Workplace Stress Scale, which were validated by cognitive and behavioral psychologists at the University of Nigeria, Nsukka. The instruments contained internal construct and content validity as determined by Cronbach alpha. ANCOVA was employed to test for hypotheses and answer research questions. RESULTS: This study demonstrates that cognitive and behavioral approaches are significantly effective in managing occupational stress among adult education workers who work for public agencies. CONCLUSION: To improve stress management capacity among adults in public administration positions, researchers recommend frequent exposure to cognitive and behavioral approaches.
Assuntos
Estresse Ocupacional , Testes Psicológicos , Autorrelato , Adulto , Humanos , Nigéria , Estresse Ocupacional/epidemiologia , Estresse Ocupacional/terapia , Atividade Motora , CogniçãoAssuntos
Terapia Cognitivo-Comportamental/métodos , Depressão/terapia , Aprendizagem , Estudantes/psicologia , Adulto , Fatores Etários , Depressão/diagnóstico , Depressão/psicologia , Feminino , Humanos , Vida Independente/psicologia , Masculino , Nigéria , Inventário de Personalidade , Resultado do Tratamento , UniversidadesRESUMO
OBJECTIVE: To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. METHODS: Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers' Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. RESULTS: Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. CONCLUSION: In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.
