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Journal of Autism and Developmental Disorders

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14-07-2020 | Original Paper

Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools

Auteurs: A. T. Olagunju, M. A. Akinola, B. Fadipe, O. O. Jagun, T. O. Olagunju, O. O. Akinola, O. P. Ogunnubi, O. J. Olusile, O. Y. Oluyemi, G. A. Chaimowitz

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2021

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 = .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.

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Titel: Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools
Auteurs: A. T. Olagunju
M. A. Akinola
B. Fadipe
O. O. Jagun
T. O. Olagunju
O. O. Akinola
O. P. Ogunnubi
O. J. Olusile
O. Y. Oluyemi
G. A. Chaimowitz
Publicatiedatum: 14-07-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04606-0

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