Correlates of Subjective Well-Being Among Middle Aged Female Teachers in Public Secondary Schools of Bayelsa State, Nigeria
Advances in Social Psychology
Volume 2, Issue 1, February 2017, Pages: 1-5
Received: Jan. 26, 2017;
Accepted: Feb. 16, 2017;
Published: Mar. 2, 2017
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Rachel D. Uche, Department of Guidance and Counselling, Faculty of Education, University of Calabar, Calabar, Nigeria
Maria E. Ngwu, Department of Guidance and Counselling, Faculty of Education, University of Calabar, Calabar, Nigeria
The study sought to determine the extent to which social relationships and work environment influence the subjective well-being of middle aged female teachers in Bayelsa State, Nigeria. The ex-post facto design was utilized with a sample size of 240, drawn from all female teachers from age 40-60 in the state public secondary schools, through stratified random sampling combined with accidental sampling and two hypotheses were formulated to guide the study. Questionnaire formed the instrument for data collection which was analyzed using Independent t-test. The result indicated that social relationships and work environment make significant differences in sense of subjective well-being among middle aged female teachers in the states’ public schools. Hence it was recommended that guidance counsellors work with women on the need to reassess their relationships, counting their losses and gains (if any) and to decide to move on, if necessary; and also to embark on advocacy for improved work environmental circumstances, good governance, justice and fair play.
Rachel D. Uche,
Maria E. Ngwu,
Correlates of Subjective Well-Being Among Middle Aged Female Teachers in Public Secondary Schools of Bayelsa State, Nigeria, Advances in Social Psychology.
Vol. 2, No. 1,
2017, pp. 1-5.
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