Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers
Abstract
History lecturers who approach their work positively are more likely to be more engaged in their work than those who do not. Nigerian history lecturers have not been examined in terms of how psychological interventions can improve their work engagement. The present research examined the research dataset of an online rational emotive behavior therapy (online REBT) on work engagement among Nigerian history lecturers at higher education institutions. The sample consisted of 31 history lecturers, 16 of whom were randomly assigned to the online REBT group and 15 to a waiting-list control group. A repeated measures ANOVA was conducted at a level of 0.05 probability using IBM Statistical Package for Social Sciences software. Comparing the two groups, the dataset shows that history lecturers in the online intervention group exhibited significantly higher work engagement scores than those in the waiting list control group (p=.000). The one-month follow up dataset reveal that history lecturers who participated in the online REBT intervention continued to feel engaged at work compared to those in the waiting list control group (p=.000). Thus, a significant improvement in work engagement scores of history lecturers was associated with the online REBT intervention. Future studies with a larger sample size are needed.
Downloads
References
Aggarwal, M. (2020). 6 Problems Faced By History Teacher in Teaching History. Google
Alabi, J. A. (2017). Challenges Facing Teaching and Learning of History in Senior Secondary Schools in Ilorin West Local Government Area, Kwara State. Al-Hikmah Journal of Education, 4(2), 249–256. Google Scholar
Anyalor, M., Nwali, A. C., & Agbionu, U. C. (2018). Employee engagement and performance of lecturers in Nigerian tertiary institutions. Journal of Education and Entrepreneurship, 5(2), 69–87. https://doi.org/10.26762/jee.2018.40000015
Asogwa, U. D., Ofoegbu, T. O., Ogbonna, C. S., Eskay, M., Obiyo, N. O., Nji, G. C., Ngwoke, O. R., Eseadi, C., Agboti, C. I., Uwakwe, C., & Eze, B. C. (2020). Effect of video-guided educational intervention on school engagement of adolescent students with hearing impairment: Implications for health and physical education. Medicine, 99(23), e20643. https://doi.org/10.1097/MD.0000000000020643
Bailey, C., Madden, A., Alfes, K., & Fletcher, L. (2017). The meaning, antecedents and outcomes of employee engagement: A narrative synthesis. International Journal of Management Reviews, 19(1), 31–53. https://doi.org/10.1111/ijmr.12077
Bakker, A. B., & Albrecht, S. (2018). Work engagement: Current trends. Career Development International, 23(1), 4-11. https://doi.org/10.1080/02678370802393649
Bakker, A. B., & Bal, M. P. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189–206. https://doi.org/10.1348/096317909X402596
Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187–200. https://doi.org/10.1108/CDI-11-2017-0207
Breevaart, K., & Bakker, A. B. (2018). Daily job demands and employee work engagement: The role of daily transformational leadership behavior. Journal of Occupational Health Psychology, 23(3), 338-349. https://doi.org/10.1037/ocp0000082
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339–355. https://doi.org/10.1007/s10734-010-9334-6
Bruno-Jofré, R., & Schiralli, M. (2002). Teaching history: A discussion of contemporary challenges. Encounters in Theory and History of Education, 3, 117–127. https://doi.org/10.15572/ENCO2002.07
Cheng, C., Kogan, A., & Chio, J. H. (2012). The effectiveness of a new, coping flexibility intervention as compared with a cognitive-behavioural intervention in managing work stress. Work & Stress, 26(3), 272–288. https://doi.org/10.1080/02678373.2012.710369
De Oliveira, L. C. (2008). ‘History Doesn’t Count’: Challenges of Teaching History in California Schools. The History Teacher, 41(3), 363–378. Google Scholar
Eseadi, C. (2022). An online counseling intervention for Nigerian undergraduates with academic burnout. International Journal of Research in Counseling and Education, 6(1), 35-44. https://doi.org/10.24036/00514za0002
Eseadi, C., Diale, B.M., Oloidi, F.J., Amanambu, O.V., & Umeano, B.C. (2022). School Engagement of Undergraduate History Students: Effect of REBT Intervention. Journal of Rational-Emotive and Cognitive-Behavior Therapy [Online First], https://doi.org/10.1007/s10942-022-00463-1
Field, A. (2008). Research methods in psychology: Repeated measures ANOVA using SPSS (Vol. 10). Google
Fru, R. N. (2015). History education at the crossroads: Challenges and prospects in a Lesotho context. Yesterday and Today, 13, 67–82. Google Scholar
Haryati, A. (2020). Online Counseling Sebagai Alternatif Strategi Konselor dalam Melaksanakan Pelayanan E-Counseling di Era Industri 4.0. Bulletin of Counseling and Psychotherapy, 2(2), 27-38. https://doi.org/10.51214/bocp.v2i2.33
Khusanova, R., Kang, S.-W., & Choi, S. B. (2021). Work Engagement Among Public Employees: Antecedents and Consequences. Frontiers in Psychology, 12, 4621. https://doi.org/10.3389/fpsyg.2021.684495
Knight, C., Patterson, M., Dawson, J. F., & Brown, J. (2017). A Participatory Action Intervention to Increase Work Engagement in Nursing Staff. Academy of Management Proceedings, 1, 10633. https://doi.org/10.5465/AMBPP.2017.10633abstract
MacLeod, D., & Clarke, N. (2011). Engaging for success: Enhancing performance through employee engagement, a report to Government. Department for Business, Innovation and Skills.
Markos, S., & Sridevi, M. S. (2010). Employee engagement: The key to improving performance. International Journal of Business and Management, 5(12), 89–96. https://doi.org/10.5539/ijbm.v5n12p89
Ogbuanya, T. C., Eseadi, C., Orji, C. T., Ede, M. O., Ohanu, I. B., & Bakare, J. (2017). Effects of rational emotive occupational health therapy intervention on the perceptions of organizational climate and occupational risk management practices among electronics technology employees in Nigeria. Medicine, 96(18), e6765. https://doi.org/10.1097/MD.0000000000006891
Ogbuanya, T. C., Eseadi, C., Orji, C. T., Ohanu, I. B., Bakare, J., & Ede, M. O. (2017). Effects of rational emotive behavior coaching on occupational stress and work ability among electronics workshop instructors in Nigeria. Medicine, 96(19), e6765. https://doi.org/10.1097/MD.0000000000006891
Schaufeli, W. B., & Bakker, A. B. (2003). Test manual for the Utrecht work engagement scale. Utrecht University, The Netherlands. https://doi.org/10.1037/t76451-000
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
Schaufeli, W. B., & Bakker, A. B. (2010). Work Engagement: A Handbook of Essential Theory and Research (1st Ed.). Psychology Press. https://doi.org/10.4324/9780203853047
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
Storm, K., & Rothmann, S. (2003). A psychometric analysis of the Utrecht Work Engagement Scale in the South African police service. SA Journal of Industrial Psychology, 29(4), 62–70. https://doi.org/10.4102/sajip.v29i4.129
Turner, M., & Barker, J. B. (2013). Examining the efficacy of rational-emotive behavior therapy (REBT) on irrational beliefs and anxiety in elite youth cricketers. Journal of Applied Sport Psychology, 25(1), 131–147. https://doi.org/10.1080/10413200.2011.574311
van Hover, S. D., & Yeager, E. A. (2004). Challenges facing beginning history teachers: An exploratory study. International Journal of Social Education, 19 (1), 8–21. Google Scholar
Copyright (c) 2022 Boitumelo Molebogeng Diale, Chiedu Eseadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgement of authorship and the initial publication in this magazine.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
