JOSUGA: JOS JOURNAL OF HUMANITIES

Play directors face emotional and mental challenges in the course of their creative work and the managerial complexities of overseeing cast and crew in play production. Directing in the theatre demands a diverse array of skills, and this demand leads directors to frequently experience stress and burnout. Conditions in academic settings compound directors’ need to balance the burdens of play productions with their academic obligations, especially in the Department of Theatre Arts, where there seems to be non-stop activities. There is a dearth of research on mental and emotional stress faced by directors, especially undergraduate directors in Nigeria. The extant literature in this area is mainly focused on foreign professional directors. This study, therefore, investigates the mental and emotional stressors among student directors to identify their coping mechanisms and shed light on the psychological effects of directing on student directors in Nigeria. In this research, four student directors of the Department of Theatre Arts, University of Ibadan, were randomly selected for their dexterity and levels of experience. Their directing processes were recorded. Semi-structured interviews were conducted with the directors to investigate stressors, coping mechanisms, and academic balance within the demands of directing, and data were thematically and theatrically analysed. Ethical considerations were prioritised, ensuring voluntary participation and comfort. Using Lazarus and Folkman’s Cognitive Appraisal Theory of Stress (1984) as its framework, the study finds that emotional and mental demands of directing combined with academic activities profoundly impact the well-being of student play directors. Anxiety, stress, emotional hangovers, severe moods, and depression are some of the noticeable mental and psychological patterns among student directors. The study concludes that even though student directors face significant and varied mental and emotional demands from play directing, they should develop emotional intelligence and effective communication skills to manage conflicts, give constructive criticism, and create a welcoming and positive atmosphere while directing. This study contributes to a deeper understanding of the challenges faced by student directors, and it recommends the setting up of strong mental health support networks, the introduction of comprehensive mental health resources, destigmatising assistance-seeking, and cultivating a culture that promotes the wellbeing of play directors and performers in both academic and professional theatres.

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