INFLUENCE OF PSYCHO-SOCIAL VARIABLES ON PERCEPTION OF AGEING AMONG TEACHERS IN ANAMBRA AND AKWA-IBOM STATES, NIGERIA
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:
This study investigates the influence of psycho-social variables on the perception of ageing among teachers in Anambra and Akwa-Ibom States, Nigeria. As the teaching profession often involves individuals of various age groups, it is crucial to understand how psychosocial factors affect teachers’ perceptions of ageing, as this can have significant implications for their well-being, job satisfaction, and overall effectiveness in the classroom.
The study adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews. A sample of teachers from both states is selected using a stratified random sampling technique. The quantitative survey assesses various psycho-social variables, such as self-esteem, social support, perceived age discrimination, and attitudes towards ageing. The qualitative interviews provide insights into the lived experiences and narratives of teachers regarding ageing in the workplace.
The findings of this study will provide valuable insights into the factors influencing teachers’ perceptions of ageing in the Nigerian context. It is anticipated that psychosocial variables, such as self-esteem and social support, will play a significant role in shaping teachers’ attitudes towards ageing. Additionally, the study aims to examine the impact of perceived age discrimination on teachers’ perceptions of ageing and its implications for their professional well-being.
The results of this study will contribute to the existing literature on psychosocial factors and perceptions of ageing, specifically within the educational context. The findings may inform policymakers, school administrators, and educators about the importance of creating supportive and inclusive environments that promote positive attitudes towards ageing among teachers. Strategies aimed at enhancing teachers’ self-esteem, providing social support networks, and addressing age-related biases can potentially improve teachers’ job satisfaction, motivation, and overall teaching effectiveness.
Overall, this study seeks to enhance our understanding of the psycho-social variables that influence teachers’ perceptions of ageing in Anambra and Akwa-Ibom States, Nigeria. By shedding light on these factors, the study aims to contribute to the development of targeted interventions and policies that foster positive ageing experiences among teachers, ultimately benefiting the educational system as a whole.
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