Efficacy of Self-Instructional Talk and Multicomponent Techniques in Reducing Occupational Stress among Teachers in Command Schools in Nigeria

Abstract

There exists a substantial body of literature relating the ravaging tendency of occupational stress, therefore, the need to train teachers on effective stress management strategies. This study examined the efficacy of self-instructional talk (SIT) and multicomponent techniques (MCT) on occupational stress reduction of Command Secondary School teachers in the Nigerian Army. The study adopted a quasi-experimental approach using a 3x2 factorial design. The multi-stage random sampling technique was used to select 120 teachers (60 males and 60 females) who participated in the study. The treatment groups were exposed to eight weeks of training sessions while the participants in the control were not exposed to any treatment, Teacher Stress Scale was used to collect data. Three hypotheses were tested at 0.05 level of significance. Participants were post tested after eight weeks of treatment. Data were analysed using Analysis of Covariance (ANCOVA) and Duncan Multiple Range Test. Findings revealed significant difference in the occupational stress reduction of participants in the treatment groups and those in the control group (F_(2,119)=1.61; p<.05). Multicomponent technique was found to be more effective for occupational stress reduction (F_(1,79)=91.37; p<.05). There was no interaction effect of gender on treatment as the males were constant in their stress reduction after treatment in the three groups. The study concludes that self-instructional talk and multicomponent techniques were effective in reducing stress of teachers in Command Secondary Schools. It is therefore recommended that counsellors should use the two therapies in helping teachers to manage stress at work.