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<p>This study investigated the effects of rational-emotive behavior therapy (REBT) on administrative stress management among principals in science, technical and vocational school management boards in Nigeria. The study utilized a randomized controlled design. The sample was 98 principals in science, technical and vocational school management boards (STVSMB) in Nigeria. Two dependent measures that assessed stress with a reliability coefficient of 0.85 and 0.86 respectively. These participants were exposed to rational emotive behaviour intervention, while those in the comparison group were waitlisted. To determine baseline variations in the study participants’ stress levels and illogical beliefs by group, we used the t-test for independent samples. The main effects of treatment condition, time (pretreatment vs. posttreatment and follow-up), and time-×-group interaction were reported using a 2 × 3 within-subjects repeated measures analysis of variance (ANOVA) test. Eta squared (η2) was used to display the effect sizes of the REBT treatment intervention. The results show that school administrators’ job and administrative stress levels are significantly impacted by REBT. The findings also point to a statistically significant relationship between time and administrators’ administrative and work-related stress. Group and time have a substantial interaction impact, according to the interaction effect data. The results of the follow-up show that the REBT intervention’s efficacy persisted over time. In conclusion, REBT is curative and therapeutic in reducing administrative stress levels of principals in science, technical and vocational school management boards in Nigeria.</p>

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Effect of REBT Stress Management on the Stress of School Principals in Science, Technical, and Vocational School Management Board

  • 期刊论文

  • 发表日期：

    2026年5月29日

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  • Ifeoma Salome Chukwuma,
  • Ngozi Sandra Ikenyei,
  • Chinyere I. Madukwe,
  • Andrew Nnabuchi Ogbochie,
  • Patrick C. Okafor,
  • Ifunanya Nkechi Ohamobi,
  • Mercy N. Ogbonna,
  • Modesta Chinyere Okolo,
  • Gloria Chineze Osegbue,
  • Christian Ikechukwu Nnadi,
  • Nnamdi Ugochukwu Ijeudo,
  • Ijeoma Hope Nonyelum Nwoji,
  • Theresa Chinma Agodo,
  • Ibuchukwu Chidiebere Asogwa,
  • Obiageli Kay Nkechi Omali,
  • Adaora Chiebonam Nmerole,
  • Kelechi Ruth Ede,
  • Chinonye Emilia Kayode,
  • Obinna U. Muoh,
  • Odo Michael Eze Odo,
  • Emeka Ifeoma Ejeh,
  • Patricia Nwamaka Aroh,
  • Moses Onyemaechi Ede

摘要

This study investigated the effects of rational-emotive behavior therapy (REBT) on administrative stress management among principals in science, technical and vocational school management boards in Nigeria. The study utilized a randomized controlled design. The sample was 98 principals in science, technical and vocational school management boards (STVSMB) in Nigeria. Two dependent measures that assessed stress with a reliability coefficient of 0.85 and 0.86 respectively. These participants were exposed to rational emotive behaviour intervention, while those in the comparison group were waitlisted. To determine baseline variations in the study participants’ stress levels and illogical beliefs by group, we used the t-test for independent samples. The main effects of treatment condition, time (pretreatment vs. posttreatment and follow-up), and time-×-group interaction were reported using a 2 × 3 within-subjects repeated measures analysis of variance (ANOVA) test. Eta squared (η2) was used to display the effect sizes of the REBT treatment intervention. The results show that school administrators’ job and administrative stress levels are significantly impacted by REBT. The findings also point to a statistically significant relationship between time and administrators’ administrative and work-related stress. Group and time have a substantial interaction impact, according to the interaction effect data. The results of the follow-up show that the REBT intervention’s efficacy persisted over time. In conclusion, REBT is curative and therapeutic in reducing administrative stress levels of principals in science, technical and vocational school management boards in Nigeria.