测试学校干预对数学教师和学校管理人员工作压力的影响
Edith Chika Edikpa1, Queen E Igabari2, Moses Onyemaechi Ede3
1Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Psychological reports
|March 20, 2025
概括
认知行为干预有效地减少了尼日利亚教师和管理人员的工作压力和负面看法. 这种方法被推用于在具有挑战性的学术环境中改善幸福感.
科学领域:
- 教育心理学教育心理学
- 职业健康心理学 职业健康心理学
背景情况:
- 尼日利亚的教学提供了苛刻的学术环境,导致工作生活质量低下和压力.
- 与工作相关的压力可以表现为不适应的行为,如教育工作者中退休和缺勤.
研究的目的:
- 评估认知行为干预 (CBI) 对工作压力感知的影响.
- 评估CBI在修改与职业压力相关的负面思维模式方面的有效性.
主要方法:
- 一项随机对照试验与60名数学教师和20名学校管理人员进行.
- 工作压力和负面思维等级被管理.
- 用描述性和推断性统计数据分析了数据.
主要成果:
- 认知行为干预显著挑战并改变了与工作压力相关的负面看法.
- 该干预措施对管理职业压力产生了积极影响.
结论:
- 认知行为干预是解决教育环境中的工作压力的有效策略.
- 建议在尼日利亚中学实施CBI,以提高教师的福祉.
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