Internet Interventions (Sep 2022)

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

  • Cornelius O. Okorie,
  • Francisca N. Ogba,
  • Benjamin A. Amujiri,
  • Felix M. Nwankwo,
  • Theresa O. Oforka,
  • Ntasiobi C.N. Igu,
  • Christopher C. Arua,
  • Basil N. Nwamuo,
  • Charles N. Okolie,
  • Esther O. Ogbu,
  • Kingsley N. Okoro,
  • Kingsley C. Solomon,
  • Bright E. Nwamuo,
  • Livinus O. Akudolu,
  • Victor O. Ukaogo,
  • Florence O. Orabueze,
  • Ikpechukwuka E. Ibenekwu,
  • Casimir K.C. Ani,
  • Harrison O. Iwuala

Journal volume & issue
Vol. 29
p. 100549

Abstract

Read online

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.

Keywords