ArticleJournal of autism and developmental disorders2021
Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools.
Article in Journal of autism and developmental disorders, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 16 citations in OpenAlex.
- Educators' knowledge of and perceptions towards students with autism in Nigeria.International journal of developmental disabilities · 2026Article
- Psychosocial wellbeing of patients with breast cancer following surgical treatment in Northern Nigeria.BMC psychiatry · 2025Article
- Predictors of musculoskeletal disorders among special education teachers in Sabah, Malaysia.Heliyon · 2024Article
- Assessment of sociodemographic and psychological well-being of Primary School Teachers.Trends in psychiatry and psychotherapy · 2024Article
- Factors Associated with Musculoskeletal Disorders among Regular and Special Education Teachers: A Narrative Review.International journal of environmental research and public health · 2022Review
- Subjective Well-being of Special Education Teachers in China: The Relation of Social Support and Self-Efficacy.Frontiers in psychology · 2022Article
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Authors and funding
10 authors at 7 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate = 70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs = .3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles.
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