Educational Foundations- Scholarly Publications

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Browsing Educational Foundations- Scholarly Publications by Author "Adeniyi, S. O."

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  • Item
    Open Access
    Emotional Intelligence, Self-Efficacy and Job Satisfaction as Correlate of Special Education Teachers’ Attitude to Work in Lagos State.
    (National Association for Exceptional Children, 2017-08) Adeniyi, S. O.; Anyama, S. C.
    This investigated the correlation among emotional intelligence, self-efficacy, job satisfaction and attitude of special education teachers to work in Lagos State. This becomes necessary because of the dispositions of some special educators and rate of attraction from teaching due to a number of reasons yet to be ascertained. This study employed descriptive survey research design. The population comprised all special education teachers in Lagos and 68 Special education teachers were randomly selected from inclusive and special schools out of which 38 were female and male teachers. Job commitment inventory comprising emotional intelligence scale (0.81), teachers' self-efficacy scale (0.70), Job Satisfaction scale (0.75) and teachers attitudinal scale (0.70) were used to collect data. Emotional intelligence scale, teachers' self-efficacy scale, Job Satisfaction scale were adapted from Schutte et al (1998), Rolf Schwarzen, Gerdamarie, Schmitz & Daytner (1999); Brayfield & Rotle (1951) respectively and teachers' attitudinal scale was self- developed. Data collected was coded and analysed using Pearson product moment correlation and multiple regression. The results revealed that emotional intelligence, self-efficacy and job satisfaction correlated positively with attitude of special education teachers to work; the independent variables did not jointly predict attitude of special education to work and self-efficacy contributed mostly. In view of the findings, it was recommended that teacher education programmes should be fortified with curriculum that will help pre-service and on service teachers to develop high sense of self efficacy.
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    Open Access
    Parental Stressors and Psychological Wellbeing of Parents of Children with Special Needs: Implications for Counselling.
    (uniprintNT, Charles Darwin University, Darwin NT 0909 Australia, 2022) Anyama, S. C.; Adeniyi, S. O.; Bolaji, S. D.
    Parenting stress constitutes a major challenge not only to the parents, children, and families but also to counsellors, special educators, and society at large. It is worrisome that parents of children with special needs tend to be experiencing higher stressors which may affect their mental health. This study examined parental stressors, types of special needs, and psychological wellbeing of parents of children with special needs in Lagos State, Nigeria. Two research hypotheses guided this study, and a descriptive survey research design was used in the study. Three hundred parents of children with special needs were sampled using a stratified sampling technique (150 mothers and 150 fathers) from fifteen (15) public and private Special Education Needs Schools (SENS) in Lagos State, Nigeria. A 30-item researcher-made questionnaire titled Parental Stress and Psychological Wellbeing Questionnaire (PSPW@) was used for data collection. The questionnaire has a reliability coefficient of 0.74. The data collected were analysed using two-way Analysis of Variance (ANOVA) and Fisher's Least Square Method statistical tools at 0.05 level of significance. Among the analysed results, the study showed that fathers have significantly higher psychological wellbeing than mothers. Other results are well captured in the findings. The implications for counselling were equally discussed based on these findings. The study recommends among others counselling interventions and programs that can reduce parental stress, particularly child-related stressors and promote effective social support to help parents of children with special needs cope with their parental stress.
  • Item
    Open Access
    Relationship Between Life Building Skills and Social Adjustment of Students with Hearing Impairment
    (Faculty of Philosophy, Institute of Special Education and Rehabilitation, Skopje, Macedonia., 2017-07) Adeniyi, S. O.; Anyama, S. C.
    Introduction: Hearing impairment contributes greatly to social and psychological deficits of the affected individuals, which can affect their interpersonal relation. The inability to hear and communicate effectively results in adjustment problem that leads to social isolation. The objective of this study is to examine the relationship between life building skills and social adjustment of students with hearing impairment. The study employed descriptive survey research design. The samples consisted of 150 students with hearing impairment purposively selected from two inclusive schools in Lagos State, Nigeria. The samples comprised of 65 boys and 85 girls with age range between 15 and 18 years in Senior Secondary School, The instruments used for data collection were Life building skills inventory (adapted) with reliability of 0,80 and Social adjustment scale (Self developed). The instruments consisted of two sections namely: A&B. Section A of Life building skills contained biodata of the respondents, while B contained 3 sub-scales: Self-efficacy inventory adapted from Schwarzer and Jerusalem 1995 with reliability of 0.85, Decision-making inventory adapted from Rowe 1997 with reliability of 0.75, Assertiveness inventory adapted from Aberti and Emmons 1995 with reliability of 0.80. The self-constructed Social Adjustment scale contained 10 items probing questions with reliability of 0.69. Data collected was analysed using Pearson Product Moment Correlation and Multiple Regression. The results revealed relative contributions of some life building skills to social adjustment of students with hearing impairment There were joint contributions of the independent variables to dependent variable, while decision-making contributed mostly. This study examined relationship between life building skills and social adjustment of students with hearing impairment with a bid to provide adequate counseling services. It was found that relationship exists between life building skills and social adjustment of the participants which then calls for active counseling services in schools.