Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial.

Background/objective: Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. Method: A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. Results: Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. Conclusion: Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.

Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism.

BACKGROUND/OBJECTIVES: The negative impacts of Job-related burnout on job performance have been widely documented in the literature. Burnout accounts for both physical and mental health outcomes that increase work turnover in teachers, especially those who teach special needs children, like those with Autism Spectrum Disorders (ASD). The current study assessed the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job burnout amongst autistic children teachers in Anambra state, Nigeria. METHOD: The study used a group-randomized waitlist control trial design. teachers who teach ASD children in private and public special and inclusive schools participated in the study. All participants were randomly allocated to REOHC and waitlist group (WLG). REOHC group were exposed to a single session 120 min REOHC programme every week for 12 weeks. Data were collected using Maslach Burnout Inventory for Educators (MBI-ES), at baseline; post-intervention as well as follow-up evaluations 1 and 2 evaluations. All the data gathered for the study were analysed using mean, Standard Deviation (SD), t-test statistics, repeated measures ANOVA, and charts. RESULTS: Results indicated a significant decrease in teachers' burnout, following REOHC intervention, which was sustained through follow-ups 1 and 2. CONCLUSION: In conclusion, we stated that REOHC is valuable in treating burnout symptoms in teachers of children with ASDs.

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy.

BACKGROUND/OBJECTIVES: Neuro-developmental disorders impose a wide range of learning barriers on learners, increasing stress among their teachers. Evidence attests to the heightened stress among teachers teaching children with such conditions. This study tested the efficacy of blended Rational Emotive Behavior Therapy in reducing job stress among teachers of children with neuro-developmental disorders 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 neuro-developmental disorders in inclusive and specialized schools. The blended Rational Emotive Behavior Therapy group participated in a 2 h intersession face-to-face and online Rational Emotive Behavior Therapy (REBT) program weekly for 12 weeks. Data were collected using the Single Item Stress Questionnaire, Teachers' Stress Inventory, and Participants' Satisfaction questionnaire. The waitlisted group also received a blended Rational Emotive Behavior Therapy intervention after all data collection. 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 analysis of variance, and charts. RESULTS: Results revealed that the mean perceived stress, stress symptoms, and the total teachers' stress score of the blended Rational Emotive Behavior Therapy group at post-test and follow-up assessments reduced significantly, compared to the waitlisted group. Participants also reported a high level of satisfaction with the therapy and procedures. CONCLUSION: From the findings of this study, we conclude that blended Rational Emotive Behaviour Therapy is efficacious in occupational stress management among teachers of children with neuro-developmental disorders.