Cognitive and emotional distress evaluation for undergraduate teachers

This study aims to identify the emotional distress incidence in basic educational level teachers and determine the level in which high emotional distress is associated with certain irrational cognitions and high automatic thinking. Ascertaining the comprehensive study conducted on a sample of 834 teachers, we identified strong positive correlations between the high level of distress and high irrationality and high automatic thinking. The study results could stand as foundation for the implementation of efficient distress management programs able to intervene in the cognitive evaluation processes namely the intervention through rational emotiveness and behavioral education.