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Stress Management Among Science and Social Science Educators Within Open and Distance Learning Centers Using Rational Emotive Behavior Therapy: Implication for Curriculum and Educational Evaluators

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Abstract

In Nigeria's remote learning centers, science and social science educators are responsible for a variety of tasks, including teaching, examination supervision, distance learners' projects, research work, and attendance at conferences. As a result, this study on the impact of rational emotive behavior therapy (REBT) on occupational stress management among science and social science educators in the South East and South West of Nigeria is necessary. With 42 individuals, this study used a true experimental design. For data collection, two stress index measures were used. A pretest was given to the participants before the treatment began, and a posttest was given at the conclusion of the treatment. A follow-up measure, on the other hand, was delivered two months after the treatment ended. The collected data were processed and analyzed using a unique type of analysis of variance. According to the findings, REBT had a considerable impact on occupational stress management among study participants. In open and distance learning institutions in South East and South West Nigeria, REBT is beneficial in the management of occupational stress among science and social science educators. The findings of this study have implications for educational assessors/evaluators in terms of effective curriculum implementation in ODL facilities. REBT's efficiency must be further assessed by educational evaluators in order to improve working circumstances in diverse fields of endeavour especially at ODL centers for effective curriculum implementation.

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Authors and Affiliations

  1. Department of Adult Education and Extra-Mural Studies, University of Nigeria, Nsukka, Nigeria

    Justina N. Igwe

  2. School of Education Studies, University of the Free State, Bloemfontein, 9300, South Africa

    Christian S. Ugwuanyi

  3. Department of Science Education, University of Nigeria, Nsukka, Nigeria

    Christian S. Ugwuanyi, Nonye Odionye, Francis E. Ikeh, Agnes O. Okeke & Catherine U. Ene

  4. Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria

    Jovita C. Ejimonye & Joseph C. Onuoha

  5. Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria

    Ifeoma C. Metu

  6. Department of Science Education, Nnamdi Azikiwe University, Awka, Nigeria

    Regina I. Enebechi, Njideka G. Mbelede & Evelyn O. Egolum

  7. Department of Arts Education, University of Nigeria, Nsukka, Nigeria

    Kenneth O. Eze & Ekwutosi M. Nnnadi

  8. Department of Library and Information Science, University of Nigeria, Nsukka, Nigeria

    Victor N. Nwachukwu

Authors
  1. Justina N. Igwe
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  2. Christian S. Ugwuanyi
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  3. Jovita C. Ejimonye
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  4. Nonye Odionye
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  5. Ifeoma C. Metu
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  6. Regina I. Enebechi
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  7. Kenneth O. Eze
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  8. Francis E. Ikeh
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  9. Agnes O. Okeke
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  10. Ekwutosi M. Nnnadi
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  11. Joseph C. Onuoha
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  12. Catherine U. Ene
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  13. Victor N. Nwachukwu
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  14. Njideka G. Mbelede
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  15. Evelyn O. Egolum
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Corresponding author

Correspondence to Jovita C. Ejimonye.

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Igwe, J.N., Ugwuanyi, C.S., Ejimonye, J.C. et al. Stress Management Among Science and Social Science Educators Within Open and Distance Learning Centers Using Rational Emotive Behavior Therapy: Implication for Curriculum and Educational Evaluators. J Rat-Emo Cognitive-Behav Ther 40, 745–766 (2022). https://doi.org/10.1007/s10942-021-00430-2

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  • DOI: https://doi.org/10.1007/s10942-021-00430-2

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