Irrational beliefs as mediator in the relationship between activating event and stress among secondary school teachers

Abstract

The main purpose of this study is to identify to what extent irrational beliefs act as mediator in the relationship between activating event and stress among secondary school teachers. The research objectives of this study are to identify the different levels of irrational beliefs (B) and also level of stress among secondary school teachers, to identify the effect of activating event (A) on stress (C), the effect of activating event (A) on irrational beliefs (B), the effect of irrational beliefs (B) on stress (C) and also to identify irrational beliefs (B) as mediator in the relationship between activating event (A) and stress (C) among secondary school teachers. A total of 250 teachers from five secondary schools were selected as the respondents for this study. The measurements employed for the data collection were Soal Selidik Sistem Kepercayaan Guru (SSKG) and Soal Selidik Peristiwa dan Tekanan Guru (SPTG). The data were analyzed using descriptive and inferential analyses. The Rasch analysis was employed in the pilot test of the study. The analyses comprised of normality, simple regression and hierarchical multiple regression. The results of hierarchical multiple regression were verify by applying the Sobel Test. The findings of the study indicate that activating event (A) act as significant predictor of stress (C), activating event (A) as significant predictor of irrational beliefs (B) and irrational beliefs (B) as significant predictor of teacher stress (C). The findings of the study reveal irrational beliefs to be partial mediator in the relationship between activating event and stress. The ABC model of the REBT approach was found to be suitable for studying secondary school teachers undergoing irrational beliefs and stress. The awareness of teachers regarding irrational beliefs must be enhanced so that more can be done to change irrational beliefs into rational beliefs and hence reduce the stress level perceived by secondary school teachers.