Educational Transformation: Exploring the Influence of the Rational Emotive Education Model on the Self-Esteem of Teacher Candidates

This study examines the impact of the Rational Emotive Education Model (REEM) on the self-esteem of teacher trainees at M G University, Kerala. Recognizing the critical role of self-esteem in both personal well-being and professional effectiveness, particularly in educational contexts, the research explores whether REEM—a cognitive-behavioral approach rooted in Rational Emotive Behavior Therapy (REBT)—can significantly enhance the self-esteem of prospective teachers. A quasi-experimental design was employed, with 50 participants each in the experimental and control groups. The experimental group received REEM interventions, while the control group did not. Pre-test and post-test self-esteem scores were measured using the Copersmith Self-Esteem Inventory. The results revealed a significant increase in self-esteem among the experimental group compared to the control group, as confirmed by independent t-tests and ANCOVA. These findings suggest that REEM is an effective tool for improving self-esteem among teacher trainees, offering valuable implications for teacher education programs. The study recommends integrating REEM into teacher training curricula and conducting further research to explore its broader psychological benefits and adaptability to various educational contexts.