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Occupational health intervention for work–life balance and burnout

management among teachers in rural communities

Article in Journal of Community Psychology · February 2022

DOI: 10.1002/jcop.22806

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Received: 30 October 2021 | Revised: 27 December 2021 | Accepted: 13 January 2022

DOI: 10.1002/jcop.22806

RESEARCH ARTICLE

Occupational health intervention for work–life

balance and burnout management
among teachers in rural communities

Nneka Vera Ogakwu1,2 | Moses Onyemaechi Ede2 |

2 3
Fidelis E. Amaeze | Ifeyinwa Manafa |
Francisca Chinwendu Okeke2 | Faith Omeke2 | Kingsley Amadi4 |
Augustina O. Ede2 | Ngozi E. Ekesionye2

1
Institute for Development Studies,
University of Nigeria, Nsukka, Nigeria Abstract
2
Department of Educational Foundations, This study examined the efficacy of the occupational health
Faculty of Education, University of Nigeria,
Nsukka, Nigeria
model of rational emotive behavioral on work–life balance
3
Chukwuemeka Odiimegwu Ojukwu (WLB) and burnout management (BOM) among public
University, Igbariam, Anambra State, Nigeria school teachers. The study was a pretest–posttest rando-
4
Department of Sociology and Anthropology, mized control group design. The participants were 141
Faculty of Social Sciences, University of
Nigeria, Nsukka, Nigeria teachers in rural communities in Enugu state Nigeria drawn
with emphasis on inclusion criteria. Two instruments were
Correspondence
Francisca Okeke, Department of Educational used for the data. Data were analyzed using repeated
Foundations, Faculty of Education, University measure analysis of variance. The result showed that ra-
of Nigeria, Nsukka 410001, Nigeria.
Email: chinwendu.okeke@unn.edu.ng tional emotive occupational health coaching (REOHC) led
to a significant increase in the management of WLB and
burnout among teachers compared to their counterparts in
the control group. At the follow‐up stage, REOHC proved
to be effective over a period of 3 months. REOHC is a
therapeutic intervention strategy that is valid and reliable
over time in the management of WLB and BOM
among teachers. The researchers are optimistic that the
extension of REOHC to other related social and
psychological‐based self‐defeating belief by social workers,
psychologists, counselors, and employers of labors can
enhance their productivity and emotionality in the home
and workplace.

J Community Psychol. 2022;1–15. wileyonlinelibrary.com/journal/jcop © 2022 Wiley Periodicals LLC | 1

2 | OGAKWU ET AL.

KEYWORDS
burnout management, coaching, rational emotive behavioral
occupational health coaching, school administrators, work–life
balance

1 | INTRODUCTION

When job satisfaction is integrated into the well‐being of employees, it sets a balance between the general
psychological and social demands in the workplace (Rawal, 2021). But if it is contrary, it could create imbalance and
instability in the control of work–life conflict. Work–life balance (WLB) is satisfying a reasonable level of control of
the family, work, and other social responsibilities to elude frustration and dysfunction in work settings (Maeran
et al., 2013). Striking a balance between work and personal life seemed difficult because most of the workers spend
a reasonable amount of time in the workplace than with their families (OSH WIKI Networking Knowledge, 2015).
An imbalance between the work and family interface results in conflict (OSH WIKI Networking Knowledge, 2015).
Findings revealed that poor WLB is a result of long working hours, administrative challenges, increased number of
students, and an overwhelming number of in‐subordinating teachers, accountability challenges, health issues, and
family crises (Staff Management, 2019).
Furthermore, it was reported that in Nigeria, over 70% of the teachers leave their works exhausted as a result
of emotional and physical dissipations (Adebayo, 2016). Teachers are faced with numerous professional respon-
sibilities that include lesson notes preparations, completing school diaries, marking scripts, and classroom man-
agement (Nwogu &Unuigbe, 2016). Nigerian teachers are seriously monitored and supervised to ensure that they
record a good output and a high‐performance level and hence; the majority of them spent their daily hours in the
school against their parental roles and expectations (Abiodun‐Oyebanji & Sanni, 2018). Consequently, establishing a
balance between work and life responsibilities result in intrapersonal imbalance and negative consequences for
both the teachers, the students, and the entire school system (Abiodun‐Oyebanji & Sanni, 2018; Nwogu &
Unuigbe, 2018). This situation has posed adverse work‐related health problems such as domestic violence, family
dysfunctions, and stress (Abiodun‐Oyebanji & Sanni, 2018).
Teachers who lack technical skills find it very tasking to strike a good balance between their job schedules and
personal aggrandizement hence jeopardizing anticipated satisfaction (Emejiobi, 2018; Kunle, 2017). Poor WLB is
associated with behavioral problems (Adieme, 2018; Asuqwuo, 2019). Teachers who are also school administrators
who suffer excruciatingly from family problems find it difficult to adjust to workplace demand (Asuqwuo, 2019;
Nnadi, 2019). Unrest in the family circle is a very critical distraction in the work interface (Anthony, 2018). Impasse,
chaos, and insubordination in the workplace have a debilitating effect on the splendid nature and blissfulness of the
family structure (Opinion, 2000). Much of family demands that demand a considerable amount of time is antithetical
to healthy work–life (Ajah, 2019). Time mismanagement in the workplace or the home has a detrimental con-
sequence on the other (Musheed, 2018).
Teachers invest much of their resources and attention in the use of technology and other social media devices
at the expense to work and family life which could lead to poor regulation and control of work–life
(Musheed, 2018). This translates that employees who cannot prioritize official duties and family roles could be
vulnerable to psychological disturbances (Brough et al., 2014).
Burnout is simply the aftermath of severe stress and exhaustion that distorts the mental, physiological, and
emotional functioning of a person (Maslach & Leiter, 2016). It is an extreme nonclinical condition caused by
excessive and prolonged work stress (Ekechukwu, 2008). Burnout is associated with symptoms such as body aches,
headaches, depression, and flu that disrupt the mental stability to function effectively in the workplace. Concrete
evidence revealed that the level of workplace burnout facing teachers was beyond their control which lead to poor
OGAKWU ET AL. | 3

occupational outputs as well as physical fatigue, emotional exhaustion, and poor interpersonal relationships (Khdour
et al., 2015). It has been observed that the level of occupational burnout of schoolteachers is greater than that of
other staff members (Manochehri & Malekmohammadi, 2015). Nigerian evidence showed that teachers experience
burnout at different levels (Onu et al., 2019). Empirical‐based studies also demonstrated that Nigerian teachers
experience work‐related burnout (Nwikina & Nwanekez, 2010; Ogungbamila, 2012; Olorunsola, 2013; Ugwoke
et al., 2018). Work‐related burnout among rural schoolteachers has not been extensively studied (Arnold et al.,
2005; Chandler, 2014) and occupational health of schoolteachers in the rurally located area is lacking (Randell,
2019). Few available research on rural education has been confirmed to be low in quality (Arnold et al., 2005).
Besides that, existing studies on teachers' burnout focused on urban locations compared to rural locations (Burton
et al., 2013; Player, 2015). Rural education scholars consistently maintained for years that rural educators represent
a forgotten minority (Azano & Stewart, 2015).
A past study revealed that job burnout causes reduced job performance among workers (Bin Zaid, 2019).
Teacher burnout is a serious issue in the school setting and can reduce the quality of life for teachers as well as
student motivation (Shen et al., 2015). This is an extremely serious concern for those charged with educating and
shaping adolescent development, and it is a prevalent issue in existing research (Beshai et al., 2016). More so, it was
reported that burnout significantly relates to emotional exhaustion, depersonalization, and job performance
(Abdullah & Yuen, 2011). The combination of burnout, emotional exhaustion, and depersonalization leads to a
reverse effect on job performance (Gorji, 2011). Burnout has adverse health and job‐related consequences yet
there is no agreement among researchers on how to treat it (Aholaa et al., 2017).
A past study demonstrated the effectiveness of psychological‐oriented coaching in reducing cognitive‐
behavioral problems among workers (Bema, 2007). Supporting this, a study in Nigeria documented that an appli-
cation of occupational health intervention rooted in a rational emotive behavior model of treatment has a promising
impact in cushioning the negative perceptions of workers (Ogbuanya, Eseadi, Orji, Ede, et al., 2017; Ogbuanya,
Eseadi, Orji, Ohanu, et al., 2017). Another past study documented how a cognitive‐behavioral coaching model is
significant for lessening job stress in Nigeria (by Ogba et al., 2019).
Given the suggestions that psychological intervention could help to reduce psychological disturbances and
could improve wellbeing, we deemed it necessary to investigate rational emotive occupational health coaching
(REOHC). REOHC is an offshoot from rational emotive behaviour therapy (REBT) developed by Ellis (1957).
Literature showed that the first coinage and application of a rational emotive occupational intervention was in a
2017 study by Ogbuanya and colleagues (Ogbuanya, Eseadi, Orji, Ede, et al., 2017). Subsequently, studies that
followed this development using other clienteles include those of Ogbuanya, Eseadi, Orji, Ohanu, et al. (2017),
Nwokeoma et al. (2019), Ogba et al. (2020), Onyishi et al. (2021), Ene et al. (2021), Abiogu et al. (2021), and
Ifeanyieze et al. (2021). REOHC is an occupational health model of REBT that has unique principles. The principles
are rooted in REBT philosophies. REOHC believes that occupational maladjustment is due to poor cognitive,
behavioral, and emotional interpretations of workplace events. Thus, if an employee interprets things irrationally, it
could lead to poor working conditions. It is these unhealthy conditions that may affect the WLB and increase
burnout levels in employees. REOHC assumed that ethical practice and condition of services in work settings are
not the cause of the problem that employees or employers usually have but the negative perceptions. REOHC
states that employees could have healthy work–life if those irrational beliefs are changed to better ones. REOHC
was emphatic on the use of A‐activating events, beliefs, necessitated consequences (C), disputing technique (D),
and new philosophy (E) in demystifying irrational beliefs.

1.1 | Research gaps and motivation

The empirical gaps that motivated this study were anchored limited research on rural education and wellness of
rural schoolteachers (Coladarci, 2007). Because of this, it appeared that rural schoolteachers have been overlooked
4 | OGAKWU ET AL.

in the field of educational research (Azano & Stewart, 2015). The rural teachers' population experiencing psy-
chological disturbances requires psychoeducational cum occupational interventions, of course, rational–emotional
driven approach could help such population. These existing gaps call for quantitative studies.
REBT principles in the work setting have been practiced by REBT practitioners (David, 2014) using different
populations like electronic technologists (Ogbuanya, Eseadi, Orji, Ede, et al., 2017; Ogbuanya, Eseadi, Orji, Ohanu,
et al., 2017), special educators (Ugwoke et al., 2018), school administrators (Ogba et al., 2019). These were not
rooted in rural areas. Therefore, the present researchers argue that psychological intervention addressing organi-
zational burnout and work‐life imbalance among employees in rural settings is lacking. Beyond that, Ugwoke et al.
(2018) stated that empirical REBT research on burnout management (BOM) in Nigeria is limited especially when a
generalization is construed. It is demeaning, therefore, there are insufficient past occupational health models of
REBT‐studies that were efficacy‐oriented controlled studies (David, 2014; David et al., 2018). Implying that the few
available ones were not randomized controlled studies and suggests the need for further studies, possibly, studies
that could test how occupational‐based therapeutic approach works in rural settings. Understanding if an occu-
pational model of REBT particularly affects work–life imbalance and burnout among teachers in a rural setting is
significant as it could validate previous REBT‐treatments in a work setting and REBT principles at large (David
et al., 2018; David & Montgomery, 2011). Besides, it is equally essential and timely to document an updated
efficacy of the occupational health model of REBT in literature (David et al., 2018).
Based on these, this study was designed to ascertain the effect of REOHC on WLB and burnout among
teachers in rural communities. It was hypothesized that there will be a significant improvement in WLB and a
reduction in burnout score among teachers in rural communities exposed to REOHC package compared to those
exposed to control conditions.

2 | M E TH O D

2.1 | Ethical considerations

In line with principles of the American Psychological Association, written permission was obtained from the In-
stitution Review Board of Faculty of Education, the University of Nigeria by researchers. This was followed by a
written informed consent approved by the participants. It was stated clearly that participation voluntary and
withdrawal were possible especially if the participant foresees risks. The clinical trial registration was done retro-
spectively and the unique identification number is UMIN000046494.

2.2 | Design

The group‐randomized trial was the design of this study. This design was employed to enhance the randomization
of the participants into groups. It permits the manipulation of one level of an independent variable and does not
allow manipulation of a dependent variable (Ifeanyieze et al., 2021).

2.3 | Study location

This study was conducted in rural schools in Enugu State Nigeria. Enugu state is one of the 36 in Nigeria. The state
has urban and rural locations. In the context of this study, we refer to rural areas as geographical locations where
there is no access road, sophisticated development, little or no access to electricity, information, communication
and technology, and good water. It is a place where population density is lacking, too many forests, no tertiary
OGAKWU ET AL. | 5

institutions, and a limited number of schools. Enugu state has 17 local government areas just like what other parts
of the world may call districts. About 10 local government areas are predominantly rural locations.

2.4 | Measures

Work–Family Conflict Scale (WFCS) was developed by Carlson et al. (2000). The measure had 18 items structured
with response options ranging from Strongly Agree (5) to Strongly Disagree (1). The subscales are time‐based, strain‐
based, and behavior‐based as they interfere with work and family. The time‐based was further subdivided into two
namely—work interference with family (WIF) and family interference with work (FIW). Strain‐based was also
categorized into‐ (WIF) and (FIW). The last is behavioral‐based accommodated (WIF) and (FIW). The time‐based
WIF and FIW have Items 1–3 and 4–6 each. Strain‐based WIF and FIW have Items 7–9 and 10–12 each. Behavior‐
based WIF and FIW have Items 13–15 and 16–18, respectively. Confirmatory factor analysis and discriminant
validity were used to validate the measure. The discriminant validity ranged from 0.24 to 0.83 across the subscales
validating the measure. Internal consistency reliability method through Cronbach α statistics was used to estimate
the reliability coefficient of 0.85 for WFCS. The reliability outputs for the various subscales are also ascertained.
Time‐based WIF and FIW are 0.87 and 0.79. Stain‐based WIF and FIW are 0.85 and 0.87 and behavior‐based WIF
and FIW are 0.78 and 0.85, respectively.
To ascertain the reliability of the scale using teachers' population in rural communities in Nigeria, the re-
searchers trial‐tested it and were subjected to Cronbach α statistics that gave 0.80. The validity of WFCS has been
established in a previous study that investigated WLB and job satisfaction among teachers (Maeran et al., 2013).
The measure for burnout was a 33‐item self‐report known as Burnout Assessment Tool (BAT) developed by
Schaufeli et al. (2020). BAT measures core and secondary symptoms of burnout. The core symptom has exhaustion
(8‐item), mental distance (5‐item), cognitive impairment (5‐item), emotional impairment (5‐item), dimension is
sample of the items are “At work, I feel mentally exhausted,” “I want to be active at work, but somehow, I am unable
to Manage,” “I feel a strong aversion towards my job.” The BAT‐C has 23‐item that address exhaustion, mental
distance, impaired emotional, and cognitive control. These are classified into dimensions. Whereas the 10‐item
BAT‐S measures psychological and psychosomatic as components of the secondary dimensions. A five‐point Likert
scale of never = 1, rarely = 2, sometimes = 3, often = 4, and always = 5. The BAT has good internal consistency values
for BAT‐S—0.90 to BAT‐C—0.95. The present study also confirmed the reliability (0.91) of the scale using the
participants of this study.

2.5 | Participants and procedure

The participants are 142 teachers in rural communities. The sample size power was arrived at using GPower 3.1
software (Faul et al., 2007). The demographical characteristics of the participants are given in Table 1. The inclusive
conditions for eligibility of participants are that (1) they must display WLI such as (role conflict, behavior problem,
negative attitude, poor time management, poor self‐management, poor technology perception, poor job satisfac-
tion, impaired productivity, poor personal relationship, job insecurity, work pressure, condition of work, cynicism,
exhaustion, detachment, social isolation, etc.) (2) the participants wholeheartedly consented to the program by
completion of interest form and (3) the participants who are registered teachers.
Exclusion conditions were that (1) teachers with pronounced devastating health were not included (2) teachers
that are not up to months in active service were not included (3) teachers who are on leave were not included (4)
teachers that are undergoing counseling treatment (5) teachers who are administrators on acting capacity were not
included (7) teachers who pose to be very busy and may not accord the necessary attention to the program were
excluded.
6 | OGAKWU ET AL.

TABLE 1 Demographic characteristics of the participants

Demographics Treatment n/% Control % X2 p

Gender

Male 40 (56.3) 31 (43.7)

Female 31 (44.3) 39 (55.7) 2.048 0.152

Educational qualification

Nigeria certificate in education 19 (44.2) 24 (55.8)

Bachelor's degree 38 (50.7) 37 (49.3) 1.675a 0.433

Master's degree 14 (60.9) 9 (39.1)

Years of experience

Below 10 years 31 (51.7) 29 (48.3)

11–20 years 26 (46.4) 30 (53.6) 0.705 0.703

21 years and above 14 (56.0) 11 (44.0)

Marital status

Single 19 (43.2) 25 (56.8)

Married 41 (58.6) 29 (41.4) 3.794 0.150

Divorced 11 (40.7) 16 (59.3)

The researchers were able to select 141 teachers from the total of 163 teachers that completed and submitted
expression forms. The sampled 141 participants were assessed in Time 1 (pretest) using WFCS and Burnout
Assessment Scale (BAS). The administration of the questionnaires at Time 1 was to ascertain the baseline of the
problems. The teachers were put in two groups—experimental and no‐contact groups. The experimental group that
received REOHC‐treatment has 71 teachers while the no‐contact group has 70 teachers, respectively. The allo-
cations of participants into various groups were further made clear in the consort flow diagram (Figure 1) below for
further details.
The REOHC‐treatment was administered to the experimental group while the no‐contact group received no
treatment. The no‐contact group was denied exposure to the treatment which the researchers acknowledged and
owned up. In Sessions 1–4, the participants were formally introduced, and the package encourages the therapists to
properly present the rules that guided the sessions were established. The coaches seized the period to get the
participant relaxed for the activities of the session by giving them cognitive perspective talks. The coaches made
frantic efforts to simplify and enunciate the rules and regulations of the program. In addition to the rules and
regulations, the goals and objectives of the program were spelled out by the therapists. The coaches gave apt
definitions of WLB and burnout. The participants were allowed to express their perceptions and feelings about
work–life imbalance and burnout. They were also probed further to enlist their experiences and problems asso-
ciated with work‐life imbalance and burnout. After this first section, a take‐home assignment was given to the
participants.
The next section which is 5–12 availed the coaches the opportunity to elaborately consider the participants'
experiences and problems associated with work–life imbalance and burnout from the known to the unknown based
on REOHC‐treatment. This aim was made possible using REOHC‐treatment techniques as stipulated in the manual.
This section was primarily for clarification of the perceptions of work–life imbalance and poor burnout among
teachers regarding REOHC‐treatment.
OGAKWU ET AL. | 7

FIGURE 1 Participants' eligibility flow

Sessions 13–20 were focused on dishing out all the necessary techniques and measures required in reframing
participants' irrational beliefs surrounding work–life imbalance and burnout. The therapists used this opportunity to
assuage the participants on the implication of having a balance with work and family life as well as proper BOM in
the workplace. This was achieved through instilling positive behavior, relationship management, positive attitude,
and passion for the administrative tasks based on REOHC outlines.
The 22–24 sessions which were the last was basically on how to further manage work–life imbalance and
burnout. Further clarification on the strategies on how to WLI and burnout were enumerated. The participants were
made to rate their experiences in the program as well as their perception of REOHC‐treatment in reducing
work–life imbalance and burnout. In the line of action, the participants have presented a posttest assessment (Time
2). To this end, they were made to highlight elements of work–life imbalance and burnout. Furthermore, they were
allowed to list the identified modalities, techniques, and strategies needed in rejigging their unhealthy perception
about work‐life imbalance and burnout. At the end of these sections was accompanied by a follow‐up assessment
was given after the elapse of 2 months.
It is worthy to note that the participants recorded high eligibility throughout the 25 sessions which revealed
100% compliance. Two coaster buses were used to shuttle the participants to Imo State. The participants were fed
by the researchers at the rate of 6 USD a day per participant. After the treatment, the posttest was administered to
8 | OGAKWU ET AL.

the treatment group and the no‐contact control group by the coaches. To check‐up on the development and
retention abilities of the participants, a 2‐month follow‐up exercise was carried out after 5 months of the normal
session of the treatment. In doing this, the participants in the treatment group were met once a week for a period of
2 months. The follow‐up section was rounded off by the administration's third assessment (Time 3) to the parti-
cipants marking the sessions.

2.6 | Treatment package

The REOHC‐treatment was adapted from Ogbuanyi et al. (2017) and redesigned to improve WLB and reduce
burnout among teachers. The REOHC‐treatment manual has 24 sessions with 12 weeks. Each treatment session
lasted for 1 h.

2.7 | Coaches

Coaches who participated in the exercise were experts in rational emotive behavioural therapy and occupational
health. These coaches had qualifications ranging from Masters to Ph.D. The coaches that were used are well
exposed in occupational coaching with not less than 5 years of cognate experience. These coaches assisted the
researchers in the implementation of the treatment packages to the experimental group using the English language.
The coaches are school‐based counselors with long‐standing counseling qualities. They are also experiential in the
use of REBT and its strategies. Their responsibilities and roles were tied to the usage of ABCD steps that make‐up
REBT. The acquaintance and familiarization with the coaches took a time duration of 3 days. In addition to their job
schedule, they were instructed to rapport, inspect, monitor, supervise, and take a record of the reactions of the
participants and the effectiveness of REOHC.

2.8 | Treatment fidelity

The researchers developed an anecdote form on the coaches' effectiveness. The activities of the evaluation report
were done immediately after each contact with the group. These reports were done by three participants as
delegated by the researchers to ascertain the commitment level and dedication capacity of the coaches. The three
delegates' responsibility in the evaluation report of the coaches cut across time management in the treatment
exercise, human relation skills, and proper use of techniques.

2.9 | Data analysis

After the administration of the pretest, posttest, and follow‐up measures, the data obtained were screened and
cleaned for missing values. Thereafter, the Statistical Package for the Social Sciences (SPSS) software version 22
was used to conduct the statistical analysis. Specifically, a multivariate analysis of variance was used to analyze the
data to determine the within‐groups and between‐groups effects. The result of the test showed that the as-
sumption of sphericity was not violated meaning that the variances of the differences between all possible pairs of
within‐subjects conditions are equal. Partial eta squared (ηp2) was used to report the effects of REOHC on the WLB
and BOM.
OGAKWU ET AL. | 9

TABLE 2 Descriptive analysis of the measures at Time 1, Time 2, and Time 3

Time Group Measure N Mean Standard deviation

Time 1 Experimental WFCS 71 58.10 4.09

Control 71 57.97 4.01

Time 2 Experimental WFCS 71 29.31 1.99

Control 71 56.83 6.28

Time 3 Experimental WFCS 71 29.23 2.03

Control 71 56.73 6.58

Time 1 Experimental BAS 71 61.90 7.21

Control 71 61.77 7.23

Time 2 Experimental BAS 71 31.59 3.07

Control 71 59.93 9.13

Time 3 Experimental BAS 71 31.35 3.08

Control 71 59.66 9.70

Abbreviations: BAS, Burnout Assessment Scale; WFCS, Work‐Family Conflict Scale.

3 | RESULTS

Table 1 shows that there is no significant difference in the demographic characteristics of participants in the
experimental and control groups.
Table 2 shows the mean participants of the experimental group (M = 58.10, SD = 4.09) and the control group
(M = 57.97, SD = 4.01) at the pretest stage as measured by WFCS. This indicates that at the pretest stage, both
groups had high level of WLB. However, at the posttest and follow‐up measures, the mean WLB of the experi-
mental group (M = 29.31, SD = 1.99) and M = 56.83, SD = 6.28) decreased better than those of the control group
(M = 29.23, SD = 2.03) and M = 56.73, SD = 6.58) as measured by WFCS.
Similarly, Table 2 reveals the mean participants of the experimental group (M = 61.90, SD = 7.21) and the
control group (M = 61.77, SD = 7.23) at the pretest stage as measured by BAS. This indicates that at the pretest
stage, both groups had a high level of BOM. However, at the posttest and follow‐up measures, the mean BOM of
the experimental group (M = 31.59, SD = 3.07 and M = 59.93, SD = 9.13) decreased better than those of the control
group (M = 31.35, SD = 3.08 and M = 59.66, SD = 9.70) as measured by BAS.
Table 3 showed that there is a significant difference across the pretest, posttest and follow‐up repeated
measurements, F (1,142) = 1237.799, p ≤ 0.000, ŋ2 = .898, and significant difference between groups,
F (1, 142) = 1133.254, p ≤ 0.000, ŋ2 = 0.890 in the management of WLB among the participants as measured by
WFCS. The effect size of the independent variable at Time 2 for the dependent measure (WLB) was 0.898. This
value indicates that the treatment variable accounted for moderate effect in improvement WFCS scores of
participants.
Similarly, Table 4 revealed that there is a significant difference across the pretest, posttest, and follow‐up
repeated measurements, F (1, 142) = 614.416, p ≤ 0.000, ŋ2 = 0.823, and significant difference between groups,
F (1, 142) = 548.946, p ≤ 0.000, ŋ2 = 0.797 in the management of burnout among the participants as measured by
BAS. The effect size of the independent variable at Time 2 for the dependent measure (BAS) was 0.797. This value
indicates that REOHC accounted for a reduction in burnout hence there is improvement in the management of
burnout by participants.
10 | OGAKWU ET AL.

TABLE 3 Multivariance analysis for the effects of the treatment on WFCS

Dependent Type III Sum

Source variable of Squares df Mean square F Significance ηp2

Corrected Pre‐WLB 0.570a 1 0.570 0.035 0.852 0.000

model b
Post‐WLB 26888.141 1 26888.141 1237.799 0.000 0.898
c
Followup‐WLB 26860.627 1 26860.627 1133.254 0.000 0.890

Intercept Pre‐WLB 478268.176 1 478268.176 29210.357 0.000 0.995

Post‐WLB 263418.704 1 263418.704 12126.518 0.000 0.989

Followup‐WLB 262300.063 1 262300.063 11066.480 0.000 0.988

Treatment Pre‐WLB 0.570 1 0.570 0.035 0.852 0.000

Post‐WLB 26888.141 1 26888.141 1237.799 0.000 0.898

Followup‐WLB 26860.627 1 26860.627 1133.254 0.000 0.890

Error Pre‐WLB 2292.254 140 16.373

Post‐WLB 3041.155 140 21.723

Followup‐WLB 3318.310 140 23.702

Total Pre‐WLB 480561.000 142

Post‐WLB 293348.000 142

Followup‐WLB 292479.000 142

Corrected total Pre‐WLB 2292.824 141

Post‐WLB 29929.296 141

Followup‐WLB 30178.937 141

Abbreviations: WFCS, Work Family Conflict Scale; WLB, work–life balance; ŋ2 = effect size.
R = 0.000 (adjusted R2 = −0.007).
a 2

b 2
R = 0.898 (adjusted R2 = 0.898).
c 2
R = 0.890 (adjusted R2 = 0.889).

4 | DISC US SION

It was found that REOHC significantly improved WLB and BOM among teachers in the treatment group and at the
follow‐up session at the expense of those in the no‐contact group. The finding of this study made it abundantly
clear that REOHC‐treatment is suitable for helping the teachers strike a balance between work and life programs
and activities as well as in the reduction of burnout. This finding is contingent on the use of the disputation
approach to enhance job satisfaction and the management of family affairs to bring harmony in WLB (Karakose
et al., 2014). It has been reported that helping teachers who perform administrative duties develop home man-
agement can inform commitment and dedication to office activities (Abinbola, 2016).
The study further revealed that REOHC significantly increased BOM among teachers. The reason why REOHC
was able to reduce burnout is that it is extremely emotional and physical exhaustion caused by excessive and
prolonged work stress (Ekechukwu, 2008). The ability to control a teachers' emotions also helped in the man-
agement of their BO levels. Collaboratively, time management and skills enhancement among employees can
promote the type of relationship that exists among them thereby reducing burnout (Sarros, 1988). More so, it was
found that coaching can reduce behavioral‐related problems among workers (Bema, 2007). Furthermore, REOHC
has been proven to be effective in reducing negative idealization behavioral issues among electronics technology
OGAKWU ET AL. | 11

TABLE 4 Multivariance analysis for the effects of the treatment on BAS

Dependent Type III sum

Source variable of squares df Mean square F Significance ηp2

Corrected Pre‐BOM 0.570a 1 0.570 0.011 0.917 0.000

model b
Post‐BOM 28508.056 1 28508.056 614.416 0.000 0.814
c
Followup‐BOM 28451.408 1 28451.408 548.946 0.000 0.797

Intercept Pre‐BOM 542999.725 1 542999.725 10412.689 0.000 0.987

Post‐BOM 297352.141 1 297352.141 6408.646 0.000 0.979

Followup‐BOM 294066.507 1 294066.507 5673.764 0.000 0.976

Treatment Pre‐BOM 0.570 1 0.570 0.011 0.917 0.000

Post‐BOM 28508.056 1 28508.056 614.416 0.000 0.814

Followup‐BOM 28451.408 1 28451.408 548.946 0.000 0.797

Error Pre‐BOM 7300.704 140 52.148

Post‐BOM 6495.803 140 46.399

Followup‐BOM 7256.085 140 51.829

Total Pre‐BOM 550301.000 142

Post‐BOM 332356.000 142

Followup‐BOM 329774.000 142

Corrected total Pre‐BOM 7301.275 141

Post‐BOM 35003.859 141

Followup‐BOM 35707.493 141

R = 0.000 (adjusted R = −0.007).

a 2 2

b 2
R = 0.814 (adjusted R2 = 0.813).
c 2
R = 0.797 (adjusted R2 = 0.795).

workers (Ogbuanya, Eseadi, Orji, Ede, et al., 2017; Ogbuanya, Eseadi, Orji, Ohanu, et al., 2017). Similarly, cognitive
and behavioral coaching is very effective to reduce occupational stress which can lead to burnout among workers
(Ogba et al., 2019). The outcome of this study also agreed with Ugwoke et al. (2018) that found promising benefits
of the occupational health model of rational‐emotional approach in reducing job‐related burnout in Nigeria.

4.1 | Implication for a school mental health policy and projects targeting rural teachers

Given the positive effect of REOHC in improving the WLB and BOM among rural schoolteachers, school mental
health workers should seek collaboration with rational emotive occupational health professionals in helping rural
schoolteachers. The collaborative efforts could enhance mental health outreach to rural schools. By targeting the
rural schools, teachers in those locations will be given orientations about the positive impact of rational emotive
occupational health in cushioning the effect of psychological disturbances.
As a policy driving intervention, educational boards overseeing school programs in Nigeria should encourage
the adoption of rational emotive occupational health principles into school systems especially in rural settings. It is
possible that if favorable consideration is given to REOHC to function effectively in rural schools, teachers' WLB
and BOM will continue to improve. For emotive occupational health coaching to function effectively, educational
12 | OGAKWU ET AL.

policymakers should recognize the promising impacts on WLB and burnout. Therefore, the occupational health of
the rural teachers should be taken very importantly to enhance higher occupational outputs.

4.2 | Limitations

This study could not use school administrators and captains of industries but was delimited to those in the
educational sector as the population. More so, the scope could not cover the school administrators and students in
these schools. For future studies, efforts should be made to integrate the school administrators and students into
the population of the study. Progressively, this study should be replicated with the addition of the nonteaching staff
to reduce their level of work‐life imbalance and burnout which could constitute a nuisance to the effort of the
teachers in achieving a balance in their work and life matters.

4.3 | Strengths

As noted earlier that rural education and rural schoolteachers have been regarded as minority populations and as
well ignored in research, this study has added to a few available studies. Specifically, research development and
other development projects have lacked in rural settings in Nigeria. Using randomized controlled design in this
study is a strength considering that it requires a rigorous and systematic approach to apply. We also considered the
application of REOHC in a rural location as another strength as no study has tested the effect of the intervention
using a rural population except this study. Registration of this study in an accredited registry could be regarded as a
strength, given that some researchers do neglect it.

4.4 | Future direction

Going by the findings and associated limitations of this study, it becomes very imperative for REOHC experts such
as psychologists, psychiatrists, psychotherapists, social workers, and counselors to effectively and efficiently adopt
the clinical relevance of REOHC measures across subjects of larger dimensions of populations with work–life
imbalance and burnout. This is stemming from the fact that REOHC is found to be very therapeutically cogent in
improving WLB and BOM. More so, this study will serve as a body of literature on the efficacy of REOHC in the
management of work‐life imbalance and burnout among a sample of teachers in rural communities.

4.5 | Conclusions

The use of REOHC is effective in improving WLB and reducing burnout among teachers in rural communities. This
implied that the application of REOHC can improve work and family satisfaction.

D A TA A V A I L A B I L I T Y S T A T E M E N T
The data that support the findings of this study are available from the corresponding author upon reasonable
request.

PE ER RE VIEW
The peer review history for this article is available at https://publons.com/publon/10.1002/jcop.22806
OGAKWU ET AL. | 13

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How to cite this article: Ogakwu, N. V., Ede, M. O., Amaeze, F. E., Manafa, I., Okeke, F. C., Omeke, F., Amadi,
K., Ede, A. O., & Ekesionye, N. E. (2022). Occupational health intervention for work–life balance and burnout
management among teachers in rural communities. Journal of Community Psychology, 1–15.
https://doi.org/10.1002/jcop.22806

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