Testing the Impact of School-Based Intervention on Work Stress Among Mathematics Teachers and School Administrators.

Abstract

Teaching can be challenging especially in an unfriendly academic environment such as Nigeria, that is both psychologically and physically demanding. Workers in such environments often experience poor quality of work-life and stressful situations that can lead to occupational maladjusted behaviors such as withdrawal and absence. This study was conducted to understand the impact of cognitive behavioral intervention in challenging and changing negative perceptions associated with work stress among teachers and administrators in Enugu State. A randomized control design was used with a total of 60 mathematics teachers and 20 school administrators who participated in the study. Measures of job stress scale and negative thinking scales were used. Both descriptive and inferential analyses were used to analyze the data. The findings showed that cognitive behavioral intervention impactfully challenged and changed negative perceptions linked to work stress. Based on these results, it is recommended that cognitive behavioral intervention be implemented in secondary schools in Nigeria.