The school environment presents unique challenges and turnover rates that contribute to stress among school staff. Stress is a global health issue that affects individuals in various occupations regardless of age or location. However, individuals may perceive and interpret these challenges differently, leading to negative perceptions. Counseling interventions have the potential to alter these negative interpretations. This study aimed to explore the perceptions of special educators and the potential impact of counseling on reducing stress resulting from heavy workloads, psychological pressures, and physical demands in schools. A total of 80 special educators participated in the study, divided into 2 groups - an experimental group with 40 participants and a control group with 40 participants. A quasi-experimental design was utilized, conducted in Nigeria. The Teachers' Job Stress Scale was used to measure occupational stress among the special educators at 3 different stages. The reliability of the scale was confirmed using the Cronbach alpha statistical method (0.78). Data analysis was performed using analysis of covariance. The study revealed a significant decrease in the negative perception of work-related stress among special educators who underwent counseling interventions. This suggests that counseling interventions can effectively reduce educators' stress levels. Counseling interventions, particularly those based on cognitive behavioral therapy, have a positive impact on reducing work-related stress among teachers. It is recommended that cognitive behavioral therapy be incorporated into school curriculum, especially during teacher training and practice.
Uba et al. (Fri,) studied this question.
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