Effect of Cognitive Behavioural Therapy and Acceptance and Commitment Therapy on Emotional Exhaustion Management among Secondary School Teachers in Lagos, Nigeria
Abdullahi Khafilat Oluwaseun, Akinsanya Patrick, and Olusakin Ayoka Mopelola
*1,2 & 3 Department of Educational Foundations, Faculty of Education, University of Lagos, Nigeria Email: khafilat.abdullahi2@gmail.com1, pakinsanya@unilag.edu.ng2, and mopeolusakin@gmail.com3
Abstract
Emotional exhaustion, a core component of burnout is prevalent among secondary school teachers due to high job demands and limited resources. This study examines the effectiveness of Cognitive Behavioural therapy (CBT) and Acceptance and Commitment therapy (ACT) in managing emotional exhaustion among secondary school teachers in Lagos, Nigeria. The study employs a quasi-experimental design with pre-test and post-test measures. A multi-stage sampling technique was used to select 60 participants (25 male and 35 female) in three secondary schools from three of the six educational districts of Lagos state. The modified Maslach Burnout Inventory –Educators Survey (MMBI-ES), with reliability indices of 0.91 was used to collect data for the study. Data collected was analysed using descriptive and inferential statistics. Findings indicate that both CBT and ACT significantly reduce emotional exhaustion among teachers with CBT showing slightly higher effectiveness. This study underscored the potential of cognitive behavioural therapy and acceptance and commitment therapy as effective interventions for reducing emotional exhaustion among teachers. Recommendations based on the findings of the study includes incorporating CBT and ACT based interventions into teacher well- being programs designed and executed by educational institutions and policy makers.
Keywords
Acceptance and Commitment Therapy, Cognitive Behavioural Therapy, Emotional Exhaustion, Secondary School, Teachers
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