Volume 29, Issue 3
DOI: 10.53555/03276716.2020.961
Efficacy Of Rational Emotive Behavioural Therapy In Reducing Academic Stress Among Basic Science And Biology Teachers: A Case Of Repeated Measures
Abstract
This study investigated the efficacy of Rational Emotive Behavioural Therapy (REBT) in reducing academic stress among Basic Science and Biology teachers in secondary schools using a repeated measures design. The study adopted a randomized controlled experimental design involving 80 Basic Science and Biology teachers who were randomly assigned to the REBT treatment group and a control group. Data were collected using the Teachers’ Academic Stress Scale (TASS) before treatment (pre-test), immediately after the intervention (post-test), and at follow-up. The REBT intervention, conducted over eight weeks, focused on helping teachers identify and modify irrational beliefs, develop rational thinking patterns, and adopt healthier coping strategies. Data were analyzed using repeated measures ANOVA. The findings revealed a significant reduction in academic stress among Basic Science and Biology teachers exposed to REBT compared to those in the control group, indicating both immediate and sustained treatment effects. The study concluded that REBT is an effective intervention for managing academic stress among Basic Science and Biology teachers. It was recommended that school administrators and policymakers should integrate REBT-based stress management programs into teacher professional development initiatives to enhance teachers’ psychological well-being and instructional effectiveness.
Keywords
Rational Emotive Behavioural Therapy, Academic Stress, Basic Science Teachers, Biology Teachers, Repeated Measures, Psychological Intervention.