An exploration of teacher constructs through a rational-emotive behaviour therapy framework

A systematic review of available literature indicated that seven studies have previously investigated the use of rational-emotive behaviour therapy (REBT) with school teachers.

Programmes combining REBT and stress management training were found to effectively improve teacher stress levels when compared with no intervention (Forman, 1982) and interventions which did not include relaxation techniques (Cecil & Forman, 1990); however, they proved equally as effective as alternative relaxation approaches (Salami, 2007).

REBT intervention was also found to be more effective in reducing anxiety than no intervention (Forman, 1982), but equally as effective as alternative interventions, including classroom management training (Sharp & Forman, 1985), co-worker support groups (Cecil & Forman, 1990) and relaxation training (Salami, 2007).

REBT and stress management programmes were additionally found to have a positive impact on irrational beliefs (Forman & Forman, 1982; Jesus & Conboy, 2001; Stanton, 1989), but did not appear to be more effective in improving teacher behaviour than classroom management training alone (Sharp & Forman, 1985).

No single study examined in the review contained outcome measures assessing thoughts, feelings and behaviours together, considered to be central tenets of the REBT approach.

The present study sought to examine the relationship between teachers' beliefs about work in schools, feelings of self-efficacy, reports of stress, feedback offered to pupils in class and on-task pupil behaviour. An intervention based on REBT principles was designed in order to determine whether four one-hour INSET workshops could positively impact on these factors.

Participants represented Year 7 teachers from five secondary schools in one local authority in England. Positive associations were found between (i) teachers' irrational beliefs and feelings of stress; (ii) self-efficacy and on-task pupil behaviour; and (iii) on-task pupil behaviour and positive teacher feedback.

In addition, negative associations were found between: (i) irrational beliefs and self-efficacy; and (ii) self-efficacy and stress.

It was found that the participants receiving the REBT training did not significantly improve on the outcome variables of interest in comparison with a no-intervention control group.

Possible explanations and recommendations for further research are discussed in light of these findings.