Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2023 Dec 13:14:1240269.
doi: 10.3389/fpsyg.2023.1240269. eCollection 2023.

The effectiveness of a rational-emotive intervention on teachers' unconditional self-acceptance, perfectionism, and pupil control ideology

Elena Mirela Samfira  1   2 , Florin Alin Sava  2
Affiliations

The effectiveness of a rational-emotive intervention on teachers' unconditional self-acceptance, perfectionism, and pupil control ideology

Elena Mirela Samfira et al. Front Psychol. .

Abstract

Introduction: The present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.

Methods: A quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent the REBT interventions help teachers increase their level of unconditional self-acceptance as the primary outcome and decrease their perfectionism tendencies and pupil control ideology as secondary outcomes. The sample consisted of 100 in-service teachers assigned to either the intervention group (n = 50) or the control group (n = 50). The experimental group received a 6-week intervention program. Every session was held weekly and lasted 90-120 min. The Unconditional Self-Acceptance Questionnaire (USAQ), Pupil Control Ideology Scale (PCI), and Perfectionism Inventory Scale (PI) were used to collect data. This study used a mixed model ANOVA 2 × 3 for data analysis.

Results: The results indicated that in the experimental group, there was a statistically significant increase in unconditional self-acceptance level from pre-test to post-test, which remains significant at the 6-month follow-up. Likewise, there were no statistically significant differences in unconditional self-acceptance levels between the post-test and 6-month follow-up in the intervention group.

Discussion: These findings prove that REBT interventions are effective in increasing teachers' unconditional self-acceptance.

Keywords: perfectionism; pupil control ideology; rational emotive behavioral therapy; teachers; unconditional self-acceptance.

PubMed Disclaimer

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
A conceptual and operational analysis of the relationship between unconditional self-acceptance, perfectionism, and pupil control ideology.
See this image and copyright information in PMC

References

    1. Aftab M., Khatoon T. (2013). Influence of gender, types of school and occupational stress on pupil control ideology of secondary school teachers in India. J. Educ. Pract. 4, 64–72.
    1. Akaki M., Kobayashi N., Shirasaka S., Ioki M. (2020). The effect of a method to enhance self-acceptance and acceptance of others through collaborative Team’s role recognition. Int. J. Ser. Knowl. Manage. 4, 76–95. doi: 10.52731/ijskm.v4.i1.511 - DOI
    1. Allender J. S., Sclarow-Allender D. (2015). Humanistic Teacher: First the Child, then Curriculum. New York, NY: Routledge.
    1. Andronikos P. N. (2021). The Contribution of Self-Esteem, Self-Compassion, and Self-Acceptance/Self-Condemnation in Predicting Psychopathology and Well-being. [Doctoral Thesis]. New York (NY): St. John's University.
    1. Artiran M. (2019). A Cross-Cultural Redefinition of Rational Emotive and Cognitive Behavior Therapy: From the West to the Middle East. New York, NY: Routledge.