Evaluation of the Psychological Wellbeing of Special Science School Home Economics Teachers

Abstract

Due to the nature of the teaching profession, teachers at various institutions of learning across the world, particularly in the Nigerian setting, are obligated to take on more academic responsibilities than necessary. According to the literature, researchers attempt to assess the psychological health of instructors around the globe, but no such study has been done in Nigeria with respect to home economics teachers at special science schools. This study, which examined the psychological wellbeing of home economics teachers at Nigerian special science schools, was inspired by the knowledge gap in the field. A cross-sectional survey research design with 156 home economics teachers randomly selected from the population of all home economics teachers in all the special science schools in Enugu State, Nigeria, served as the foundation for this study. A 42-item measure measuring psychological wellbeing was used to collect the data. The scale's psychometric characteristics were accurately estimated. Percentage, bar charts, and t-test of independent samples were used to analyze the data. The findings revealed that the majority of home economics teachers at Nigerian special science schools were found to have very low psychological wellbeing. Further investigation indicated that school location has no significant influence on the psychological wellbeing of home economics teachers. The researcher recommends that the post-primary school management board should establish a supportive academic environment that will promote the psychological wellbeing of the home economics teachers in special science schools.