Ethical issues such as value decadence, moral laxity, and negative attitudes to work among Nigerian employees such as teachers remain worrisome trends especially with regards to professional integrity. These problems in workplace settings could be associated with negative perceptions of organizational demands, values, and principles. Given this, this study examined the effect of rational emotive occupational intervention on the perceptions of work value and ethical practices among primary school teachers in Nigeria. A group-randomized control intervention with 148 primary school teachers as participants was employed. Participants were allocated to the treatment group (n = 74) and waitlisted control group (n = 74). The participants in the treatment group received a 12-week program whereas the comparison group was waitlisted, evaluated at three points. The results showed that rational emotive behavioral occupational intervention was significant in the work values of primary school teachers in Nigeria as measured by Organizational Values Scale and Value Congruence Scale. Rational emotive occupational intervention was significant in the ethical sensitivity of primary school teachers in Nigerian as measured by Ethical Sensitivity Scale. It was also found that the rational emotive behavioral occupational intervention has long-term significant effects on work value and ethical practices among primary school teachers in Nigeria as measured by Organizational Values Scale, Ethical Sensitivity Scale, and Value Congruence Scale. Therefore, we conclude that rational emotive behavioral occupational intervention is effective in reducing the negative perceptions of work value and ethical practices among primary school teachers in Nigeria.

价值观decade废，道德松弛和在尼日利亚员工（例如教师）中对工作持消极态度等道德问题仍然是令人担忧的趋势，尤其是在职业诚信方面。工作场所环境中的这些问题可能与对组织需求，价值观和原则的负面看法有关。鉴于此，本研究探讨了合理的情绪职业干预对尼日利亚小学教师的工作价值观念和道德规范的影响。采用了由148名小学教师作为参与者的小组随机控制干预措施。参与者被分配到治疗组（n = 74）和等待入组的对照组（n = 74）。治疗组的参与者接受了为期12周的计划，而对照组则被列入候补名单，在三个方面进行了评估。结果表明，根据组织价值量表和价值同等量表，理性情绪行为职业干预对尼日利亚小学教师的工作价值具有重要意义。通过道德敏感性量表衡量，合理的情绪职业干预对尼日利亚小学教师的道德敏感性具有重要意义。还发现，通过组织价值量表，道德敏感性量表和价值同等量表来衡量，理性的情绪行为职业干预对尼日利亚小学教师的工作价值和道德实践具有长期的显着影响。所以，