Enregistré dans:
| Auteurs principaux: | , |
|---|---|
| Format: | Recurso digital |
| Langue: | |
| Publié: |
Zenodo
2026
|
| Accès en ligne: | https://doi.org/10.5281/zenodo.20327323 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1866901924030185472 |
|---|---|
| author | John, Blessing Godwin Asuquo, Owofon Victor |
| author_facet | John, Blessing Godwin Asuquo, Owofon Victor |
| contents | <p><strong><span>Abstract</span></strong></p> <p><span>The study investigated the relationship between psychological variables and the social adjustment of secondary school teachers in Ikot Ekpene Local Government Area of Akwa Ibom State, Nigeria. Specifically, the study explored the relationship between self-esteem, emotional stability, social competence, and social adjustment of secondary school teachers. Three research questions and three null hypotheses guided the study. The study adopted a correlational research design. The population of the study consisted of 434 teachers in public secondary schools in the area of study. A census sampling technique was adopted, using the entire population for the study. Though 434 teachers responded to the questionnaire, only 431 correctly completed copies were used for data analysis, while 3 copies were discarded due to mutilation and incomplete responses. The instrument used for data collection was a structured questionnaire titled “Psychological Variables and Social Adjustment Questionnaire (PVSAQ)” developed by the researchers. The instrument was validated by experts in guidance and counselling and measurement and evaluation. The reliability of the instrument was established using the Cronbach Alpha statistic, which yielded coefficients of 0.81 for self-esteem, 0.83 for emotional stability, 0.79 for social competence, and 0.85 for social adjustment, with an overall reliability coefficient of 0.82. Data collected were analysed using Pearson Product Moment Correlation statistics at the 0.05 level of significance. Data analyses revealed that self-esteem significantly relates to social adjustment of secondary school teachers (r = 0.57, p < 0.05), emotional stability significantly relates to social adjustment (r = 0.51, p < 0.05), and social competence significantly relates to social adjustment (r = 0.75, p < 0.05). Based on the findings, it was concluded that psychological variables are important determinants of teachers’ social adjustment. It was therefore recommended, among others, that school administrators should organise programmes aimed at improving teachers’ self-esteem, emotional stability, and social competence in order to enhance their social adjustment within the school environment.</span></p> <p><strong><span>Keywords:</span></strong><span> psychological variables, self-esteem, emotional stability, social competence, social adjustment, teachers</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20327323 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Psychological Variables and Social Adjustment of Secondary School Teachers in Ikot Ekpene Local Government Area of Akwa Ibom State John, Blessing Godwin Asuquo, Owofon Victor <p><strong><span>Abstract</span></strong></p> <p><span>The study investigated the relationship between psychological variables and the social adjustment of secondary school teachers in Ikot Ekpene Local Government Area of Akwa Ibom State, Nigeria. Specifically, the study explored the relationship between self-esteem, emotional stability, social competence, and social adjustment of secondary school teachers. Three research questions and three null hypotheses guided the study. The study adopted a correlational research design. The population of the study consisted of 434 teachers in public secondary schools in the area of study. A census sampling technique was adopted, using the entire population for the study. Though 434 teachers responded to the questionnaire, only 431 correctly completed copies were used for data analysis, while 3 copies were discarded due to mutilation and incomplete responses. The instrument used for data collection was a structured questionnaire titled “Psychological Variables and Social Adjustment Questionnaire (PVSAQ)” developed by the researchers. The instrument was validated by experts in guidance and counselling and measurement and evaluation. The reliability of the instrument was established using the Cronbach Alpha statistic, which yielded coefficients of 0.81 for self-esteem, 0.83 for emotional stability, 0.79 for social competence, and 0.85 for social adjustment, with an overall reliability coefficient of 0.82. Data collected were analysed using Pearson Product Moment Correlation statistics at the 0.05 level of significance. Data analyses revealed that self-esteem significantly relates to social adjustment of secondary school teachers (r = 0.57, p < 0.05), emotional stability significantly relates to social adjustment (r = 0.51, p < 0.05), and social competence significantly relates to social adjustment (r = 0.75, p < 0.05). Based on the findings, it was concluded that psychological variables are important determinants of teachers’ social adjustment. It was therefore recommended, among others, that school administrators should organise programmes aimed at improving teachers’ self-esteem, emotional stability, and social competence in order to enhance their social adjustment within the school environment.</span></p> <p><strong><span>Keywords:</span></strong><span> psychological variables, self-esteem, emotional stability, social competence, social adjustment, teachers</span></p> |
| title | Psychological Variables and Social Adjustment of Secondary School Teachers in Ikot Ekpene Local Government Area of Akwa Ibom State |
| url | https://doi.org/10.5281/zenodo.20327323 |