Role and Practice of Cognitive Restructuring in Managing Psychological Well-Being of Secondary School Teachers; A Review of Literature

Abstract

Purpose: The purpose of the study was to establish the role and practice of cognitive restructuring in managing psychological well-being of secondary school teachers. Methodology: A desktop review research design was applied. The researcher used Google Scholar to track out the essential readings and scholarly publications that would form the basis of their investigation. In order to satisfy the requirements for inclusion, only papers that were published within the prior ten years were considered. Findings: The findings of the study showed that cognitive restructuring has a favorable and significant impact on the psychological well-being of instructors. Unique Contribution to Theory, Policy and Practice: The research found that encouraging psychologists and guidance counselors to employ cognitive restructuring and assertive therapy was one of the most effective ways to reduce depressed tendencies. In addition, reducing levels of stress and burnout as a result of the increased pressure from test-based accountability procedures in teachers should be a primary goal of programs designed to address the psychological health of secondary school instructors.