A STRESS MANAGEMENT INTERVENTION FOR SECONDARY TEACHERS

Abstract

In the Nigerian school environment, many teachers experience stressors and related conditions, particularly in the field of physics education. However, there is a lack of literature addressing how physics teachers cope with such stress. This study investigates the impact of rational-emotive behavior therapy (REBT) on stress management for secondary school physics teachers. The study involved 64 physics teachers in a randomized controlled group trial design. Pretest, posttest, and follow-up data were collected using the Job Stress Questionnaire (α=.73). The findings revealed that physics teachers undergoing REBT experienced a significantly greater reduction in work-related stress compared to the control group. This research contributes to the knowledge base in measurement, counseling, and physics education by empirically demonstrating the efficacy of REBT in managing stress among physics teachers. This empirical evidence was previously lacking in the field. The researcher recommends the incorporation of REBT programs to assist physics teachers in effectively managing their work-related stress.