Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial

• Published in: Internet interventions : the application of information technology in mental and behavioural health 2022-09, Vol.29, p.100549-100549, Article 100549
• Main Authors: Okorie, Cornelius O., Ogba, Francisca N., Amujiri, Benjamin A., Nwankwo, Felix M., Oforka, Theresa O., Igu, Ntasiobi C.N., Arua, Christopher C., Nwamuo, Basil N., Okolie, Charles N., Ogbu, Esther O., Okoro, Kingsley N., Solomon, Kingsley C., Nwamuo, Bright E., Akudolu, Linus O., Ukaogo, Victor O., Orabueze, Florence O., Ibenekwu, Ikpechukwuka E., Ani, Casimir K.C., Iwuala, Harrison O.
• Format: Article
• Language: English
• Subjects: Full length; Online intervention; School administrators; Subjective well-being; Well-being; Zoom-based GROW model
• ISSN: 2214-7829; 2214-7829
• DOI: 10.1016/j.invent.2022.100549

Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes. •Improved subjective well-being is a protective factor for occupational health hazards•There is need to increase subjective well-being and decrease mental health symptoms•Online coaching is increasingly showing efficacy for improving subjective well-being•Zoom-based GROW coaching model is effective in enhancing subjective well-being•Improved subjective well-being of school administrators would lead to better school outcomes.