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All Journal International Journal of Research in Counseling and Education Atfaluna: Journal of Islamic Early Childhood Education
Okeke, Chinedu Ifedi
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring The Causes of Stress and Associated Coping Strategies Among Early Childhood Educators in Nigeria: A Structural Equation Model Ogbeche, Akobi Thomas; Okeke, Chinedu Ifedi
International Journal of Research in Counseling and Education Vol 7, No 2 (2023): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00601za0002

Abstract

Early childhood educators are particularly confronted with a high level of stress due to the diverse learning needs and peculiarities of children from birth to five years of age. The aim of this study, therefore, was to explore the causes of stress and associated coping strategies among early childhood educators in Nigeria using structural equation modelling. The authors adopted an ex-post-facto research design involving 400 Early Childhood Educators who participated in the study. Two instruments, titled Early Childhood Educators’ Work-Related Stress Questionnaire (ECEWRSQ), and Questionnaire on Cause of Stress and Coping Strategies Among Early Childhood Educators  (QCSCSAECE), were used for data collection. Data were analyzed using SPSS and SmartPLS computer-based statistical software. Results showed that the hypothesized causal model that describes early childhood educators’ stress, causes, and associated coping strategies was significantly supported by the empirical data. It was also revealed that direct action technique, problem-focused and emotion-focused coping strategies have significant (p < 0.05) direct effects on the causes of stress among early childhood educators. The implication of this finding is that early childhood educators need to adopt such strategies in order to deal with some of the causes of stress among them. Hence, it was recommended that early childhood educators should employ direct action techniques, and problem-focused as well as emotion-focused coping strategies in order to overcome their work-related stress. 
Sociodemographic predictors of occupational stress and exposure to workplace psychosocial hazards in a sample of Nigerian primary school teachers: Implications for career counselors Ede, Moses Onyemaechi; Okeke, Chinedu Ifedi
International Journal of Research in Counseling and Education Vol 7, No 1 (2023): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00522za0002

Abstract

Teachers’ responsibilities are becoming increasingly challenging and demanding. This cross-sectional survey examined the demographic predictors of occupational stress and exposure to workplace psychosocial hazards among 254 primary school teachers. Two measurement tools were used to assess work-related stress and attendant psychosocial risks. Descriptive statistics and bivariate correlation analysis were employed to analyze the demographic characteristics of the participants and explore the relationships between these demographic factors, work-related stress, and psychosocial risks. The findings revealed a strong positive association between gender and teachers’ occupational stress. Additionally, working status, gender, and location showed a positive correlation with increased exposure to occupational psychosocial hazards among primary school teachers. Conversely, qualifications exhibited a negative and significant association with teachers’ exposure to psychosocial hazards at work. In conclusion, this study highlights a substantial increase in occupational stress for primary school teachers as they age and become more qualified. These findings suggest the need for educational policymakers in Nigerian school settings to address age, location, and working status discrimination to improve teachers’ well-being.
Parental Involvement Growth in Early Childhood Education: A Comparative Study in the Free State Province of South Africa Okeke, Chinedu Ifedi; Akobi, Thomas Ogbeche
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.9258

Abstract

This study examined parental involvement in early childhood education at mobile ECD centres in the Free State province, South Africa, focusing on centres managed by Tshepang Educare Trust, Ntataise, and Lesedi Educare Association. A quantitative research approach with a descriptive survey design was used to gather data from 172 practitioners, selected through proportionate stratified random sampling. The sample included 11 practitioners from Lesedi Educare Association, 8 from Tshepang Educare Trust, and 153 from Ntataise. Data were collected using a 20-item structured questionnaire, validated by experts, with a reliability index of 0.79. Analysis was conducted using SPSS version 25, applying mean, standard deviation, t-tests, and one-way ANOVA. Findings revealed that parental involvement was highest at Ntataise, followed by Tshepang Educare Trust and Lesedi Educare Association, with an overall high level of involvement (cluster mean of 3.29). The most significant form of parental engagement was ensuring proper invitations for meetings. Meanwhile, the lowest score was for maintaining a sense of ownership by parents of the school. These results underscore the importance of support structures in fostering parental involvement.
Co-Authors Akobi, Thomas Ogbeche Ede, Moses Onyemaechi Ogbeche, Akobi Thomas