Psycho-social correlates, stressful experiences, primary school teachers, Olugbo Less City


     The study was guided by Social Cognitive Theory, employed to examine the psycho-social environments of serving primary school teachers in Olugbo-Less City, Odeda Local Government Area of Ogun State, Nigeria. 100 rural active teachers currently undergoing in-service training in Ogun State Universal Basic Education Bureau/Tai Solarin University of Education in Teacher’s Professional Development Programme, 2014 were randomly selected for the study. The instrument adopted was 3 point – Rural Teachers Stress Inventory (RTSI) with the 0.05 level of significance. Five research questions were raised and answered. Descriptive statistics and t-test statistical tools were employed to analyze the data collected. Results showed among others that mental-health problems such as anxiety disorders, mood and substance related disorders, lack of social support, delayed promotion, family problems and job pressure are identified as major sources of stressful experiences among the participants. Secondly, the effects of the stressors on the teachers’ mental health are reduced mental capability, poor participation in community development and emotional problems (frequent anger, inability to relax, increase use of medication). It was also discovered that women are more prone to the various stressors than their male counterparts. A significant difference exists among the effects of stress among primary school teachers when classified according to working experience. Conclusively, rural development is people oriented, these people are rural dwellers and not urban settlers, and the primary school teachers in the rural areas are part of this population. Hence, the mental health or the primary school teachers is very essential, and if allowed to be impaired by the various occupational stressors, can lead to least or non-participation in the rural development. Based on the findings of the study, it was therefore recommended that the educational policy makers should equally think more of the implementers of the policy rather than the curriculum and the pedagogy. Social support services should be extended to the rural areas, though teachers go to churches and mosques for counselling, modern counselling psychological services offered by appropriate government and non-governmental agencies should not be limited to urban centres.  


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