Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools

Autor/inn/en	Olagunju, A. T.; Akinola, M. A.; Fadipe, B.; Jagun, O. O.; Olagunju, T. O.; Akinola, O. O.; Ogunnubi, O. P.; Olusile, O. J.; Oluyemi, O. Y.; Chaimowitz, G. A.
Titel	Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 4, S.1131-1141 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olagunju, A. T.) ORCID (Akinola, M. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04606-0
Schlagwörter	Foreign Countries; Well Being; Students with Disabilities; Special Education Teachers; Teaching Conditions; Stress Variables; Mental Health; Anxiety; Depression (Psychology); Teacher Responsibility; Teaching Experience; Stress Management; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Well-being; Wellness; Wohlbefinden; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Psychohygiene; Angst; Lehrverpflichtung; Stressmanagement; Stressbewältigung
Abstract	While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate = 70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs = 0.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01