This study examined the effects of emotional empowerment (EE) and self-efficacy techniques (SET) on psychological well-being of public secondary school teachers in Ogun State. A pre-test-post-test, control group quasi experimental design with 3x2x3 factorial matrix was adopted. The multi-stage sampling technique was used to select 120 public secondary school teachers (61 males and 59 females) who participated in the study. The participants were randomly assigned to two treatment groups (EE and SET) and a control group. The training programmes lasted eight weeks. Well-being Manifestation Measure Scale was used to collect data. Two hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffe analysis for the post-hoc There was a significant main effect of treatment on the participants’ psychological well-being (F (2,101) = 12.824, p < .05). Emotional empowerment was more effective in enhancing psychological well-being than self-efficacy. It was also noted that the intervention programme accounted for 29.1% (multiple R2 = 0.291) of the changes observed in the psychological well-being of the teachers. Emotional empowerment was more effective in enhancing teachers’ psychological well-being in public secondary schools. Counselling psychologists should, therefore, apply the two therapies in assisting teachers manage stress at work and enhance their psychological well-being.
ISSN 2449-4402 (Online)
ISSN 2467-6322 (Print)
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