INFLUENCE OF EMPTY-NEST SYNDROME IN THE FAMILY LIFE CYCLE ON EMOTIONAL AND SOCIAL ADJUSTMENT OF TEACHERS IN LAGOS STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Empty-nest syndrome refers to the emotional and psychological impact experienced by parents when their children leave home to pursue independent lives. This study focuses on examining the influence of empty-nest syndrome in the family life cycle on the emotional and social adjustment of teachers in Lagos State, Nigeria.
The study utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews, to gather data from a sample of teachers in Lagos State. The quantitative data were analyzed using statistical techniques, including descriptive statistics and inferential analysis, to identify patterns and relationships. The qualitative data, obtained through interviews, were analyzed using thematic analysis to gain deeper insights into the experiences and perspectives of the teachers.
The findings revealed that teachers who experienced empty-nest syndrome faced various emotional challenges, including feelings of sadness, loneliness, and a sense of loss. Their social adjustment was also significantly affected, as they struggled to adapt to the absence of their children and the changes in their roles and responsibilities. However, the study also identified certain coping strategies employed by teachers to mitigate the negative effects of empty-nest syndrome. These strategies included seeking social support, developing new hobbies or interests, and focusing on personal and professional growth.
The study highlights the importance of recognizing and addressing the emotional and social adjustment issues faced by teachers experiencing empty-nest syndrome. It provides valuable insights for educational institutions and policymakers to develop support programs and interventions that promote the well-being and resilience of teachers during this transitional phase of their lives. By understanding the challenges faced by teachers, educational stakeholders can create a conducive work environment that fosters emotional and social support, ultimately enhancing the overall job satisfaction and performance of teachers.
Keywords: empty-nest syndrome, family life cycle, emotional adjustment, social adjustment, teachers, Lagos State.
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