Teachers’ Awareness and Attitude towards Positive Psychology in Secondary Schools in Maiduguri, Borno State, Nigeria
| dc.contributor.author | Maduagwu, Chinonso Beatrice | |
| dc.contributor.author | Ayuba, Iya Haruna | |
| dc.contributor.author | Obinna-Akakuru, Annabel Uchechukwu | |
| dc.date.accessioned | 2023-12-13T08:23:05Z | |
| dc.date.available | 2023-12-13T08:23:05Z | |
| dc.date.issued | 2020-08-09 | |
| dc.description.abstract | The study was conducted to determine teachers’ awareness and attitude towards positive psychology in secondary schools. The design for the study was descriptive survey'. The sample comprised 200 teachers enrolled from ten selected secondary' schools in Maiduguri Metropolis, Borno State, Nigeria using stratified sampling technique. A self-developed instrument on teachers’ awareness and attitude towards positive psychology with a Cronbach Alpha of 0.77 was used for data collection. Data were summarized and analysed with descriptive (mean, standard deviation and percentages) and inferential (independent t-test) statistics respectively. Results showed that teachers were fairly aware of positive psychology as 52.5% of participants had never heard of positive psychology' until the study while teachers/lecturers and online served as the major sources of information. However, teachers had very good attitude towards positive psychology. There was no significant difference (p>0.05) in awareness and attitude towards positive psychology between male and female teachers. Based on this, it is recommended that teachers be enlightened and trained to imbibe the tenei.N of positive psychology in the teaching-learning process. Also, positive psychology should be made a compulsory' course tor education students/' teacher trainees in all tertiary institutions. | en_US |
| dc.identifier.citation | David, L. (2015). Positive Psychology / PERMA Theory- (Scligman), in Learning Theories. Retrieved from littps:/Avww.leaming-theorics.com/positive-psychoIogy-perma-theoryseligman. htm IPPA (2011). International Positive Psychology Association Retrieved from . http://wwnv.ippanetwork.org/about_ippa/ Kern, M. L., Waters, L. E., Adler, A. & White, M.A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. Journal of Positive Psychology, 10(3): 262-271. Maduagwu, B. C., Agulanna, G.G. & Pur, H. (2019). Assessing secondary- school teachers’ well-being using PERMA model in Maiduguri, Bomo State. Journal of Educational Foundation, 9(1): 1-10 | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/4435 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of guidance and counselline, Nasarawa State university keffi | en_US |
| dc.subject | Positive Psychology, Secondary school teachers, Teacher awareness and attitude Introduction | en_US |
| dc.title | Teachers’ Awareness and Attitude towards Positive Psychology in Secondary Schools in Maiduguri, Borno State, Nigeria | en_US |
| dc.type | Article | en_US |