Impact of exposure to rational career reflective training on work-related ethics among student-philosophers

Abstract

Background:

Teaching individuals at the early-career stage what and how to respect organizational codes of conduct is a good step in creating a democratic working environment. As a result, it is important to coach students in sustaining organizational well-being by seeking the truth, teaching the truth and upholding the truth. Currently, how these are taught in institutions of higher learning lacks structure. In fact, some graduate students are displaying work-deviant behaviors showing that they have poor perceptions of work-related ethics. Using this reason, we tested the impact of exposure to rational career reflective training on work-related ethics among student-philosophers.

Methods:

This is a pretest, posttest with a follow-up pure experimental design was used. A total of 105 student-philosophers were recruited, assessed 3 times using Ethics and irrational beliefs measures, and coached by therapists. The participants were exposed to 12-session rational career reflective training. The data collected were subjected to a multivariate statistical analysis to test how effective the intervention was in changing negative perceptions about ethics.

Results:

It was found that rational career reflective training changes negative perceptions about work-related ethics among student-philosophers. The effectiveness of rational career reflective training is not statistically influenced by gender and group interaction. Gender does not moderate the impact of the intervention.

Conclusion:

This study finally suggests that rational career reflective training effectively changes negative perceptions about ethics among student-philosophers. Thus, recommends the advancement of Ellis principles in other workplaces and across populations.

1. Introduction

To secure a democratic workplace, it is important to teach people in the early stages of their careers what and how to respect organizational standards of conduct. As a result, it is crucial to teach students the importance of preserving organizational welfare through the pursuit, dissemination, and defense of the truth. The way they are now taught at higher education institutions is unstructured. In fact, some graduate students exhibit work-deviant behaviors, indicating that they have a dim view of the ethics of the workplace. The professionals in charge of this healthy service delivery are being guided by professional ethical norms in order to be well guided.^[1,2]

When the word ethics is used among friends, groups of individuals, and professionals, it connotes either right or wrong. As a result, different people have varied perspectives on right and wrong, which might change over time depending on various factors. When it comes to a moral code, value system, or value orientation that directs a group’s behavior, ethics are underlying principles that are accepted by both individuals and social groups.^[3] That is to say, the idea of ethics is under the purview of moral philosophy. According to Peretomode,^[4] ethics is simply the system or science of moral standards, rules of behavior, and moral judgment. This suggests that every social organization or person who adhered to the moral code of their profession would succeed in a variety of endeavors. Evidence from the empirical research has demonstrated that the idea of ethics has a considerable impact on people’s views, which frequently have an impact on their emotions and attitudes while evaluating human behavior.^[5,6] The claim makes clear that in order to maintain boundaries, govern staff behavior, and maintain a welcoming work atmosphere and positive human connections between professionals and clients, ethical standards, which include acceptable norms, are plainly developed. Work ethics can therefore be thought of as a social and professional standard that directs an employee’s behavior and attitudes within an organization.^[7]

The first is the group of philosophers who contend that value is inherent, objective, absolute, and hierarchical.^[8] These researchers are inclined toward the Deontological Approach.^[8] The deontological perspectives hold that since anything that has value must be motivated by its own inherent qualities and be both objective and absolute, value cannot be relative or subjective. According to this perspective, material has worth because it contains unique elements and properties that appeal to people at all times and in all circumstances.^[8] The Teleological Approach, on the other hand, holds that value is extrinsic, subjective, relative, and devoid of hierarchy.^[8] These people fall into 3 categories: pragmatists, utilitarians, and emotivists. As a result, the teleological perspective holds that nothing would be worthwhile if there were no people to appreciate it.^[9]

Teaching ethics is a very important efforts as it promotes how to obey rules and regulations. Therefore, it is an opportunity for students to understand what is right and wrong. It could be deduced that education is also an ethical effort.^[10] Education must and should prioritize teaching ethics. University graduates may be qualified professionals in their fields, yet that is insufficient. The philosopher Aristotle also asserts that “educating the mind without educating the heart is no education at all”. I’d like to leave you with a quote from Aristotle^[11] Students learn what is good and wrong in school. This is a character- or value-based education. In educational systems, religion and ethics are typically linked. Students therefore enroll in religion courses in instead of ethical courses. Students should learn how to clarify their values and make moral judgments, nevertheless. Additionally, schools encourage children to develop into trustworthy, accountable, and moral individuals. This may help with ethics in the classroom. Ethics should be treated professionally in higher education.^[10] Because ethics is not offered as a course in all departments at universities, only a select group of students can enroll in a course linked to their vocation. Students who receive this form of ethical education are more equipped to recognize what is right and make moral decisions in their vocations. Students also learn to analyze various moral stances.^[10]

Evidence from earlier literature demonstrates that a significant portion of professionals fall short of the standards set by the professional organization that granted them a meritorious certificate of operation.^[9] It is worrisome that at the moment, teachers are frequently absent from the classroom, which gives students bad role models.^[9,12] Because of the high prevalence of teacher absenteeism, corruption has taken hold in the educational system. One of the most severe factors contributing to the moral decline of education is teacher absenteeism. It significantly lessens the school’s overall performance, downplays student accomplishments, harms the school’s reputation, and encourages student absenteeism. The moral decisions and issues that students now face are numerous, with some of them still needing to be evaluated^[13] and others possibly on the horizon.^[14] A decent number also conveys a less concerned and careless attitude^[15,16] Aggression, stigmatization, discrimination, providing discouragement-inducing advice and unpleasant remarks, supplying physical abuse and blaming, and aggressiveness are additional traits that workers frequently exhibit and which are not respected.^[17] Therefore, the belief might be connected to a set of values.^[6] This suggests that pessimistic healthcare professionals would find it difficult to perform their fundamental obligations.^[2]

The effectiveness of Ellis concepts in lowering employees’ negative perceptions has not been thoroughly studied in the past.^[18,19] According to Ellis theories, how people think about themselves, other people, and the wider environment influences their behavior and emotions. The guiding ideas are rational-emotive behavioral therapy. The rational-emotive behavior therapy (REBT) confronts flawed thought patterns, actions, and emotional reactions. Changes in work values could be used to describe the difficulties.^[20,21] Therefore, empirical result studies have demonstrated that when employees, particularly health workers, negatively perceive their thoughts and emotions, they may have a negative work value within the domains of their primary assignment.^[22] Thus, thought, belief, attitude, and behavior are the byproducts of cognition, according to Ellis.^[23] According to Ellis, the interaction of human biology, psychology, and the social environment results in an individual’s natural predisposition to accept or reject the societal notion of worth. In light of the extensive literature analysis, it appears that little study has been conducted among healthcare professionals. As recommended, further research is required to evaluate whether reflective practice groups is effective in improving experience.^[24] (Harrison, 2021). Also, the current study appears to be the first study to adopt rational career reflective training (RCRT) to evaluate the ethical perception and work value among university health workers. Given the effectiveness of REBT approaches, this study hypothesizes rational career reflective training will be effective in challenging poor work-related ethics among student-philosophers

2. Methods

2.1. Ethical considerations, participants recruitment, and treatment procedure

This study received ethical approval from the Faculty of Education at the University of Nigeria. The American Psychological Association’s rule of conduct for conducting research involving human beings was strictly followed by the researchers.^[25] Additionally, the World Medical Association’s Declaration of Helsinki, which specifies ethical principles, served as its foundation.^[26] Participation was voluntary, and respondents verbally indicated their assent. Participants in the study were also assured of their anonymity prior to, throughout, and after the program.

The following criteria were used to determine the eligibility of the students who agreed to take part in the study: high dependent measures scores, showing the presence and baseline information of the problem; enrollment in philosophy programmes at Colleges of Education and Universities in South-East Nigeria either as parttime or regular programme; absence of recent psychological treatment; evidence of students registration in either Colleges of Education and universities; must be employed by either private or public institution; and certification by the Teacher Registration Council of Nigeria. After 2 days, the responses were compiled. The baseline data for the issues, or Time 1, was determined using the results of dependent measures. Those who fit the study’s eligibility requirements were invited to take part.

Before the recruitment and randomization of the participants, we eliminated selection bias by concealing the allocation sequence from the study participants. The eligible participants were 105 student-philosophers. Among them, there were 31 (59.6%) male participants and 21 (40.4%) female participants in the RCRT group. Out of the 52 participants that received rational career reflective training, 15 (28.8%) were single (not married then), 23 (44.2%) were married, 7 (13.5%) were separated, and 7 (13.5%) were divorced. In terms of age, 18 (34.6%) participants were below 30 years, 24 (46.2%) were within 31 to 40 years, and 10 (19.2%) were 41 years and above. Finally, out of the total number of participants enrolled in the RCRT group, 33 (63.5%) participants were enrolled in the bachelor degree programmed, 19 (36.5%) were in the Master degree programmed, 0 (0.0%) were unspecified.

On the other hand, there were 15 (28.3%) male participants and 38 (71.7%) female participants in the RCRT group. Out of the 53 participants that received rational career reflective training, 20 (37.7%) were single (not married then), 32 (60.4%) were married, 1 (1.9%) were separated, and 0 (0.0%) were divorced. In terms of age, 16 (30.2%) participants were below 30 years, 25 (47.2%) were within 31 to 40 years, and 12 (22.6%) were 41 years and above. Finally, out of the total number of participants enrolled in the RCRT group, 32 (60.4%) participants were enrolled in the bachelor degree programmed, 14 (26.4%) were in the Master degree programmed, 7 (13.2%) were unspecified.

The process aided the assigning of 52 student-philosophers to the RCRT group and 53 waitlist control group respectively. During this period, the participants in the intervention group were exposed to 12-weeks therapeutic sessions that lasted for 60 minutes at each meeting.

The first session began with the therapist’s introduction, the formation of therapeutic guidelines, the program’s objectives, and the participant’s motivation for activities and conversations. The concepts of working circumstances, the significance of standards of conduct in the workplace, and involving participants in practice exercises are the main points of session 2. The topic of session 3 was recognizing ethical work behaviors that are acceptable and those that are not. Exposing them to understand underlying rationales, seeking the strategies on their own; and from others perspectives. In Session 4, the emphasis was on outlining the RCRT’s guiding concepts and philosophies, as well as how they may be employed in the workplace. Being aware of what to reflect on, why it is necessary to reflect, and how to reflect. The 4-graphic window model was demonstrated to teach them how to engage in reflective practice. At this point, the participants reflected on past events where they failed to comply with institutional ethical standards. While Session 5 focuses on the idea of ethical behaviors, it also establishes the link between irrationality towards workplace ethics and productivity issues. How to handle the discrepancy between ethical standards and personal philosophies was the topic of session 6. The focus of session 7 was on detecting a false assumption related to the poor appraisal of decisions, challenging the poor and unfavorable assessments of events, work value, and ethical practices in favor of better ones. The main topic of session 8 is how psychiatric disorders may affect the propensity to violate basic values at work. While 9 concentrated on incorrect cues, assumptions, and attitudes that influence work ethics. The topic of session 10 was how to address unreasonable behavior as well as the attitude and reasoning that go along with it in terms of work ethics. Consequently, a description of rational-emotive techniques is provided, such as mood relation, motivational interviewing, psychological restructuring and enhancement, etc. The main topic of session 11 was the application of rational-emotive techniques to improve adaptable behavior in specific places of employment. However, participants received support in developing rational thinking abilities, such as the capacity to identify the unhealthy, detrimental emotional effects of their need for perfection and the ability to logically evaluate and respond to such beliefs. While Session 12 concentrated on termination, take-home assignment evaluation, and correction. Two groups were given a second evaluation (Time 2) shortly after the previous session came to an end.

When the treatment group members were reassembled 3 months later, they were given a modified version of the identical instruments for the final time (Time 3), which they finished immediately. The rational career reflective training exercise approximately lasted for 60 minutes. The exercise was used as a follow-up to evaluate the RCRT’s effects over time. The researchers hired 2 research assistants, whose duties included supervising and monitoring the progress during the training. The hired personnel were assigned were assigned to check if the therapists followed the procedures as they were described in the therapeutic handbook, which includes participants participation and replies. Immediately after, they reported their findings in writing to the researchers. The basic goal is to give therapy in an adequate manner in all regards.

2.2. Outcome measures

2.2.1. Attitudes and belief scale 2-abbreviated version

We adapted from the attitudes and belief scale 2-abbreviated version (Hyland et al^[27], and focused on measuring rational and irrational beliefs with reference to REBT theory. It has 24 items containing rational and irrational statements. Eight dimensions were covered and these include Demandingness (items 5, 12, 22, and 3), Catastrophizing (items 11, 13, and 23), Frustration Intolerance (items 1, 3, and 8), Self-Downing (items 2, 9, and 19), Preferences (items 10, 14, and 17), Realistic Evaluation of Badness (items 4, 7, and 15), Frustration Tolerance (items 6, 16, and 18), and Self-Acceptance (items 20, 21, and 24). The reliability of Demandingness (including item 3;.75), Catastrophizing (.66); Self-Downing (.76), Preferences (.76), and Self-Acceptance (.78) were all acceptable. Values > 60 are considered acceptable.^[28] In this investigation, an internal consistency score of 0.88 was found. A 5-point rating scales range from 1 (“Strongly Disagree”) to 5 (“Strongly Agree”), with higher scores in each case indicating greater endorsement of a given item/statement. In this investigation, an internal consistency score of 0.78 Alpha was determined for the instrument.

Ethical sensitivity scale as used in Ede et al^[6] was formally conceptualized from Narvaez’s operationalization of ethical sensitivity.^[29] The ethical sensitivity scale measures peoples views about ethics and conducts. It covers various dimensions such as Reading and expressing emotions, accepting the perspectives of others, caring by connecting to others, working with interpersonal and group differences, preventing social bias, generating interpretations and options, and identifying the consequences of actions and options. Each dimension has 4 items totaling 28 items. A 5-Likert Scale ranging from 1 (totally disagree) to 5 (totally agree) guided the scale. Confirmation of internal consistency has been given in past studies.^[6,21]

2.3. Rational career reflective training package

The current study adapted RCRT for work ethics and values developed by Abiogu et al^[21] The manual was redesigned to assist the student-philosophers to learn how to challenge the irrational belief that orchestrated undue and maladaptive behaviors which are against ethical and unacceptable valued life associated with health profession. The treatment is aimed at helping the worker populations enrolled in philosophy programme acquire rational career reflective training skills and techniques for effective management of psycho-emotional dispositions, and techniques to over the challenges of irrational beliefs related to work ethics. The programme was designed to span through a 12-week period of 12 therapeutic sessions of 60mins of each meeting and a 2-week follow-up conducted after 3 months. The therapeutic techniques employed include mood relaxation, cognitive restructuring, disputation exercise, and stretching, following a similar procedure employed by previous researchers.

2.3.1. Data analysis

Data collected during the fieldwork were subjected to SPSS version 28 to evaluate the data. gathered at the pretest, posttest, and follow-up test. A multivariate statistic with a 0.05 level of significance was used. The partial eta squared method was used to report the RCRT’s effect size on the dependent measure.

3. Results

Table 1 demonstrates that at time 1, there was no statistically significant difference in participants professional ethics scores between the RCRT group and the control group (F [1, 104] = .060, P = .808, η²_P = .001, ∆R²=−.004). At the posttest, the results show that RCRT significantly improves the professional ethics of student-philosophers in the posttreatment stage, F (1, 104) = 9.254, P = .003, η²_P = .084, ∆R² = .068. A follow-up assessment revealed that the beneficial effects had persisted, F (1104) = 9.702, P = .002, η²_P = .088, ∆R² = .070. The findings also show that gender did not significantly influence the professional ethics scale scores of student-philosophers (F [1, 104] = 4.041, P = .047, η²_P = .038). The results also indicate that the student-philosophers ethics scores were not significantly influenced by group and gender interaction effect, F (1104) = .011, P = .918, η²_P = .001.

Table 1.

Multivariate analysis of the RCRT on work ethics.

Source	Dependent variable	Type III sum of squares	df	Mean square	F	Sig.	Partial eta squared
Corrected model	ESS pretest	157.542†	3	52.514	1.145	.335	.033
	ESS posttest	181.052‡	3	60.351	3.526	.018	.095
	ESS follow up	223.401§	3	74.467	3.614	.016	.097
Intercept	ESS pretest	193008.312	1	193008.312	4207.478	.000	.977
	ESS posttest	1090310.567	1	1090310.567	63699.987	.000	.998
	ESS follow up	1126487.614	1	1126487.614	54668.758	.000	.998
Groups	ESS pretest	2.732	1	2.732	.060	.808	.001
	ESS posttest	158.397	1	158.397	9.254	.003	.084
	ESS follow up	199.914	1	199.914	9.702	.002	.088
Gender	ESS pretest	49.411	1	49.411	1.077	.302	.011
	ESS posttest	69.170	1	69.170	4.041	.047	.038
	ESS follow up	77.880	1	77.880	3.780	.055	.036
Groups gender	ESS pretest	89.155	1	89.155	1.944	.166	.019
	ESS posttest	.182	1	.182	.011	.918	.000
	ESS follow up	.181	1	.181	.009	.926	.000
Error	ESS pretest	4633.141	101	45.873
	ESS posttest	1728.750	101	17.116
	ESS follow up	2081.175	101	20.606
Total	ESS pretest	227595.408	105
	ESS posttest	1236276.151	105
	ESS follow up	1277554.722	105
Corrected total	ESS pretest	4790.684	104
	ESS posttest	1909.802	104
	ESS follow up	2304.576	104

ESS = ethical sensitivity scale, RCRT = rational career reflective training.

^†R squared = .033 (adjusted R squared = .004).

^‡R squared = .095 (adjusted R squared = .068).

^§R squared = .097 (adjusted R squared = .070).

Table 2 shows the outcome of the rational career reflective training including times 1, 2, and 3. At the initial assessment (pretest), the result demonstrates that there was no statistically significant difference in participants’ attitude and irrational beliefs scores between the RCRT group and the control group (F [1, 104] = 525, P = .470, η²_P = .005, ∆R²=−.100). At the posttest, the results show that RCRT significantly alleviates the attitude and irrational beliefs of student-philosophers in the posttreatment stage, F (1, 104) = 63.939, P = .001, η²_P = .388, ∆R² = .396. A follow-up assessment revealed that the impact of the RCRT in reducing the attitude and irrational beliefs of student-philosophers was maintained, F (1104) = 190.071, P = .001, η²_P = .653, ∆R² = .660. The findings also show that gender did not significantly influence the attitude and irrational beliefs scale scores of student-philosophers, F (1, 104) = 5.051, P = .027, η²_P = .048. The results also indicate that the student-philosophers ethics scores were not significantly influenced by group and gender interaction effect, F (1104) = 2.234, P = .138, η²_P = .022.

Table 2.

multivariate analysis of the for rational career reflective training on irrational beliefs.

Source	Dependent variable	Type III sum of squares	df	Mean square	F	Sig.	Partial eta squared
Corrected model	ABS2AVPretest	464.693†	3	154.898	4.869	.003	.126
	ABS2AVPosttest	10764.585‡	3	3588.195	23.728	.000	.413
	ABS2AVFollowUp	21399.539§	3	7133.180	68.423	.000	.670
Intercept	ABS2AVPretest	789778.430	1	789778.430	24824.045	.000	.996
	ABS2AVPosttest	676823.947	1	676823.947	4475.754	.000	.978
	ABS2AVFollowUp	617900.057	1	617900.057	5927.041	.000	.983
Groups	ABS2AVPretest	16.707	1	16.707	.525	.470	.005
	ABS2AVPosttest	9668.913	1	9668.913	63.939	.000	.388
	ABS2AVFollowUp	19815.143	1	19815.143	190.071	.000	.653
Gender	ABS2AVPretest	.323	1	.323	.010	.920	.000
	ABS2AVPosttest	763.834	1	763.834	5.051	.027	.048
	ABS2AVFollowUp	114.633	1	114.633	1.100	.297	.011
Groups gender	ABS2AVPretest	461.605	1	461.605	14.509	.000	.126
	ABS2AVPosttest	337.784	1	337.784	2.234	.138	.022
	ABS2AVFollowUp	14.292	1	14.292	.137	.712	.001
Error	ABS2AVPretest	3213.321	101	31.815
	ABS2AVPosttest	15273.228	101	151.220
	ABS2AVFollowUp	10529.353	101	104.251
Total	ABS2AVPretest	885969.681	105
	ABS2AVPosttest	799975.564	105
	ABS2AVFollowUp	730778.524	105
Corrected total	ABS2AVPretest	3678.014	104
	ABS2AVPosttest	26037.813	104
	ABS2AVFollowUp	31928.892	104

^†R squared = .126 (adjusted R squared = .100).

^‡R squared = .413 (adjusted R squared = .396).

^§R squared = .670 (adjusted R squared = .660).

4. Discussion

The current study’s objective is to assess how well RCRT works in modifying unethical behaviors among student-philosophers in Nigeria’s Enugu state. According to the results, RCRT is successful in altering the unethical behaviors among student-philosophers that are brought on by illogical ideas and pessimistic thinking. This finding is consistent with past quantitative data findings that demonstrated that reflective teaching skills and attitudes are helpful during the learning-teaching process among in-service teachers.^[30] This is interesting and student-philosophers. This is interesting and student-philosophers are charged to seek reflective practice in observing institutional codes of conducts. Similarly, a practicum-oriented reflective exercise helps participants to develop a cogent teaching philosophy and their level of reflection for the peer observation tasks improved throughout the teaching practice.^[31] Indicating that students who reflect on past experiences/events, identifying what was right or wrong would develop enthusiastic ethical practice to function effectively in society. Therefore, reflective sessions are useful to nurses.^[32] Better education about the aims, objectives and nature of reflective practice might improve nurses engagement.^[32] The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers. Reflective practice can raise the quality and consistency of nursing care, but it is not part of everyday culture and practice. Quantitative results showed that staff felt it was important to learn about mental health conditions and have a reflective space. Trauma and Orthopaedic practitioners perceived a range of benefits from participating in a psychoeducation and reflective practice group.^[24] Further research is required to evaluate whether reflective practice groups help to reduce staff burnout and can change the ward ethos to improve the patient experience.

The current study’s objective is to assess how well RCRT works in modifying unethical behaviors among student-philosophers in Nigeria’s Enugu state. According to the results, RCRT is successful in altering the unethical behaviors among student-philosophers that are brought on by illogical ideas and pessimistic thinking. This finding is consistent with past quantitative data findings that demonstrated that reflective teaching skills and attitudes are helpful during the learning-teaching process among in-service teachers.^[30] This is interesting and student-philosophers. This is interesting and student-philosophers are charged to seek reflective practice in observing institutional codes of conducts. Similarly, a practicum-oriented reflective exercise helps participants to develop a cogent teaching philosophy and their level of reflection for the peer observation tasks improved throughout the teaching practice.^[31] Indicating that students who reflect on past experiences/events, identifying what was right or wrong would develop enthusiastic ethical practice to function effectively in society. Therefore, reflective sessions are useful to nurses.^[32] By this, elucidating the importance of reflective practice and the possible role when combined with rational-emotive behavior therapy cannot be overemphasized. No wonder, a past study showed that reflective practice improves nurses engagement.^[32] The findings of this study will aid teacher educators, philosophy educators, student-philosophers in developing rational career reflective practice programs that enable student teachers and student-philosophers to reflect on their own career. Reflective practice has the potential to improve nursing care’s consistency and quality, but it is not yet ingrained in daily culture or practice. Quantitative findings demonstrated that employees believed it was crucial to understand mental health disorders and have a reflection place. As in this study, other related finding has shown the advantages from taking part in a psychoeducation and reflective practice group in the trauma and orthopedic fields.^[24]

Therefore, we argue that RCRT should be used to change behavioral issues. The findings of this study strengthened the value of REBT in treating difficulties caused by psycho-emotional factors among participants exposed to treatment compared to those in the control group.^[9]

Previous investigations have linked the improper value orientation to the subpar performance and insufficient output of workers, especially those in the health industries.^[15,16,33] The concepts of REBT are therefore to treat illogical views about oneself and assist people in disputing and confronting their irrational beliefs and replacing them with realistic ones, as evidenced in the prior research findings.^[34] Ntamu^[34] emphasized that REBT is effective at improving 3 key values, including dignity in hard work, integrity and honesty, and internal locus of control, in addition to removing a distorted value system. It was discovered that the use of rational-emotive behavioral occupational therapy contributed to the participants attitudes improving.^[34]

It is impossible to overstate how powerful REBT is at identifying and modifying irrational attitudes about hard work ideals and practices among many occupations, including health workers. This suggests that it is both affordable and practical.^[6,21,34] also agreed with Abiogu et al^[21] that adaptive work value might improve a feeling of purpose and meaning in one’s work, which can support the high standard of one’s work-life. Employees with incorrect and maladaptive views and inaccurate operational values about the importance of their work may therefore be reshaped cognitively by exposing them to situations that run counter to their warped cognition.^[35]

In light of the aforementioned, the current study is consistent with earlier empirical findings that rational-emotive behavioral occupational intervention is successful in lowering primary school teachers in Nigeria’s unfavorable judgments of the worth of their profession and ethical behavior.^[6,21] Additionally, it was noted that instructors in Nigeria had improved cognitive and behavioral coping mechanisms for handling conflict.^[35] The results concur with Ugwu et al findings^[36] that rational-emotive distress intervention is successful in reducing work-related emotional discomfort in Nigerians.

Thus, REBT activities could be seen as being crucial in addressing the potentials of value and its utility in all contexts, particularly among psychotherapeutic and healthcare professionals.^[37] This leads one to the conclusion that values associated with employment can sustain purpose and give life meaning. Therefore, work value can be viewed as a means of improving the therapy process in terms of the clients well-being.^[37] The professions, especially those in healthcare, can define the worth of their work and their own values with the help of rational-emotive behavioral occupational therapy in this direction.

The current study’s findings, on the other hand, showed no statistically significant gender differences among those receiving treatment. It follows that due to irrational beliefs and mistaken views, both male and female employees at various medical centers are susceptible to unethical behaviors and bad work value attitudes. The results concur with those of Halan and Pakdelbonab,^[38] who found no variation in employees illogical views based on their gender. The results of this study, however, go against Uzonwanne^[39] claims that there are gender disparities in the amount of job commitment and satisfaction among female and male genders. According to a related study, women and men see their jobs differently and have significantly different levels of job satisfaction.^[40]

The results of the current study show that both men and women engage in work-devaluing attitudes as a result of illogical ideas and mistaken thinking. The ability of REBT to change erroneous ideas and illogical beliefs has been established. The findings of the present study were consistent with those of earlier research, which supports the widespread and successful use of REBT in the field. For instance, Bernard^[41] reported the usefulness of REBT in correcting false beliefs held by workers. Furthermore, the results of this study supported those of some earlier research that suggests occupation-focused rational-emotive training is advantageous and a good form of therapy.^[42,43] According to experts, REBT concepts can be used to alter inaccurate impressions about Nigerian pupils.^[6,21,42]

4.1. Weaknesses of this current study

This study, like many others, revealed glaring flaws that future researchers may seek to remedy. The individuals stature and personal traits are the only weak point. When compared to a larger sample size, the small sample size makes it impossible to generalize the results. Therefore, it is recommended that future researches employ a bigger sample size. Future research should take into account of different groups, such as students in other field of studies and those in the commercial sectors, as the current study was restricted to Colleges of Education and Universities. Additionally, as these ideas reflect attitudes and morals, the researchers ought to have employed qualitative methods to evaluate ethical behavior. These qualitative measurements would have looked into fundamental problems with the dependent measures. But since only quantitative measurements were used, prospective researchers ought to look into qualitative ones. Finally, due to the high level of insecurity in the nation, the current study’s scope was restricted to Enugu state.

4.2. Study implications

The consequences of the most recent study findings have confirmed that RCRT is a necessary set of evidence-driven tools for confronting the erroneous value systems prevalent in our universities. The advancement of value orientation, value system, value reorientation, value clarity, and work value in psychotherapy practice has been predicted to have positive outcomes, according to researchers.^[6] Additionally, Grumet and Fitzpatrick^[44] suggested including value clarification in a framework of cognitive-behavioral techniques. According to Ede et al^[6] this will considerably improve the likelihood that values will be supported and included into cognitive-behavioral treatments across all school settings.

Nigerian education policymakers should be aware that professional development – which includes, but is not limited to, in-service training that incorporates REBT as a full-fledged course of study – is the key to career value. This will make the school administration more motivated to seek solutions to difficult problems relating to their line of work.^[45] The study concludes by urging professionals to pursue professional development and training that will combine REBT concepts and offer a realistic option to questioning ingrained beliefs about work ethics and values.

5. Conclusion

The study developed a career intervention to improve how student-philosophers’ reflects about work-related ethics. The results of this study demonstrated that unethical behavior is linked to erroneous ideas and thought patterns. In light of these findings, RCRT is clearly very successful in addressing unethical behavior among student-philosophers that is motivated by irrational ideas and pessimistic thinking. We recommend integrating the RCRT principles-focused curriculum into workplace environments, such as higher or lower level educational institutions. We advise that the REBT program be expanded to other schools in remote areas in other regions after remarking that employee attitudinal change in organizational settings is a concern to a public issue.

6. Future direction

More reflective exercises that promote reflection among student instructors could be the subject of future research. Reflective practice has the potential to improve students consistency in understanding the ethics of their professions. Quantitative findings demonstrated that employees believed it was crucial to understand mental health disorders and have a reflection place. This is necessary as both quantitative and qualitative findings demonstrated that reflective practice and it is combined with rational career intervention is beneficial was crucial in improving the understanding of people. As in this study, another related finding has shown the advantages of taking part in a psychoeducation and reflective practice group in the trauma and orthopedic fields.^[24]

Author contributions

Conceptualization: Anthony Chukwudi Areji, Nneka Anthonia Obumse, Kingsley Amadi, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Grace Ngozi Omeje.

Data curation: Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom.

Formal analysis: Kingsley Amadi, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom.

Funding acquisition: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Investigation: Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Methodology: Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Grace Ngozi Omeje.

Project administration: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Grace Ngozi Omeje.

Resources: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Software: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Supervision: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Nneka Anthonia Obumse, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Validation: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Visualization: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Emmanuel Eze, Kingsley Amadi, Christian Onuorah Agbo, Chima Fidelis Eze, Abubakar Omame Ari, Emmanuel Ifeanyi Obeagu, Grace Ngozi Omeje.

Writing – original draft: Anthony Chukwudi Areji, Nneka Anthonia Obumse, Kingsley Amadi, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Abubakar Omame Ari, Grace Ngozi Omeje.

Writing – review & editing: Joseph Nnaemeka Chukwuma, Anthony Chukwudi Areji, Emmanuel Eze, Christian Onuorah Agbo, Celestina Adaeze Nweze, Chima Fidelis Eze, Samuel O. Omeh, Chinyere O. Elom, Emmanuel Ifeanyi Obeagu.