ABSTRACT
This study was carried out to determine the effect of pre-retirement counselling and self-instruction techniques on teachers’ attitude towards retirement in Imo State. The study was guided by seven research questions and seven hypotheses. The study adopted the quasi experimental research design of pretest, post test, non –randomized control group with 3x2 factorial matrix. The population of the study comprised all the seven hundred and seventy-six (776) teachers in nine Public Secondary Schools in Owerri Municipal Council. The sample of the study was 48 teachers comprising males and females selected from three (3) secondary schools in Owerri municipal council. An instrument titled ‘Teacher’s Attitude towards Retirement Rating Questionnaire (TATRRQ)’ was used to collect data for the study. The instrument was validated and reliability indices were 0.83 and 0.79 respectively for stability and internal consistency. Data was collected at four (4) phases namely: Pre-treatment phase, the treatment phase, Post-treatment phase and follow-up. Mean and Standard deviation were used to answer the research questions while the analysis of covariance was used to test the null hypotheses at 0.05 levels of significance. The findings revealed that pre-retirement counselling is significantly effective in reducing negative attitude of teachers towards retirement, self-instruction significantly effective in reducing negative attitude of teachers towards retirement, pre-retirement counselling and self-instruction techniques are significantly effective in reducing negative attitude of teachers towards retirement, pre-retirement counseling has long lasting significant effect in reducing negative attitude of teachers towards retirement, self instruction has long lasting significant effect in reducing negative attitude of teachers towards retirement, pre-retirement counselling and self instruction have long lasting significant effects in reducing negative attitude of teachers towards retirement. Gender had no significant effect in attitude towards retirement when exposed to pre-retirement counselling and self-instruction treatment. From the findings of the study and discussions that followed, the following conclusions were made: subjects exposed to pre-retirement counseling and self-instruction techniques had positive attitude towards retirement than those exposed to control. It was recommended among others that all stakeholders in education especially the school administrators and Government should update their knowledge and skills on the use of pre-retirement technique and self-Instruction technique that could help develop teachers’ positive attitude towards retirement.
TABLE OF CONTENTS
Title
Page i
Certification ii
Declaration iii
Dedication iv
Acknowledgements v
Table of Contents
vi
List of Tables
viii
List of Figures
ix
Abstract x
CHAPTER
1: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement
of the Problem 8
1.3 Purpose
of the Study 9
1.4 Significance
of the Study 10
1.5 Research
Questions 12
1.6 Hypotheses 13
1.7 Scope
of the Study 14
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 15
2.1.1 Concept of Retirement 15
2.1.2 Concept of Professional Teacher 19
2.1.3 Effects of Retirement 19
2.1.4 Types of Retirement 22
2.1.5 Concept of Attitude 25
2.1.6 Concept of Pre-Retirement Counselling
Techniques 27
2.1.7 Concept of Self Instruction 35
2.1.8 Self Instruction Technique 39
2.2 Theoretical Framework 49
2.2.1 Super’s Career Development Theory (1980) 50
2.2.2 Rational Emotion Behavioural Theory (Albert
Ellis 1959) 51
2.2.3 Cognitive Dissonance Theory 53
2.3 Review of Empirical Studies 55
2.4 Summary
of Literature Review 65
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 68
3.2 Area of the Study 70
3.3 Population of the Study 71
3.4 Sample and Sampling Techniques 71
3.5 Instrument for Data Collection 73
3.6 Validation of the Instrument 73
3.7 Reliability of the Instrument 74
3.8 Methods of Data Collection 74
3.9 Methods of Data Analysis 112
CHAPTER
4: RESULTS
4.1 Results 113
4.2 Major Findings of the Study
128
4.3 Discussion of the Findings 128
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary 133
5.2 Conclusion 137
5.3 Educational Implication of the Study 137
5.4 Limitation of the Study 138
5.5 Recommendations 139
5.6 Suggestions for Further Studies 139
REFERENCES 140
APPENDICES 148
LIST OF TABLES
3.1
Pretest – Post Test Non-Randomized
Control Group Design 69
3.2 3 x
2 Factorial Matrix 69
3.3
Pre-Retirement Counselling Technique
Treatment Plan 86
3.4
Self-Instruction Technique Treatment
Plan 103
4.1 Mean Scores and Standard Deviation difference
in the attitude of
subjects exposed to Pre-Retirement Counselling And Control
Group At
Pre-Test and Post-Test. 115
4.2
ANCOVA F-test used for the test of mean difference in the
attitude of
subjects exposed to Pre-retirement counselling and control
group at
pre-test and post-test. 116
4.3 Mean Scores and Standard Deviation
difference in the attitude of subjects
exposed
to Pre-retirement Counselling and Control group at pre-test and
post-test. 117
4.4 ANCOVA
F-test used for the test of mean difference in the attitude of
subjects exposed to self-instruction technique and control group at
pre-test and post-test. 118
4.5
Mean Scores and
Standard Deviation difference in the attitude of subjects
in the experimental groups and control at pre-test and
post-test. 119
4.6 ANCOVA
F-test used for the test of mean difference in the attitude
of the experimental groups and control at pre test and post test. 120
4.7
Mean Scores and
Standard Deviation difference in the attitude of subjects
exposed
to Pre-retirement Counselling and Control group at pre test
and follow up. 121
4.8 ANCOVA
F-test used for the test of mean difference in the attitude of
subjects exposed to pre-retirement counselling and control group at
pre-test and follow up. 122
4.9
Mean Scores and
Standard Deviation difference in the attitude of subjects
exposed
to pre-retirement Counselling and Control group at pre-test
and follow up. 123
4.10 ANCOVA
F-test used for the test of mean difference in the attitude of
subjects exposed to self-instruction technique and control group at
pre-test and follow up. 124
4.11
Mean
Scores and Standard Deviation difference in the attitude of subjects
in the experimental groups and control at pre test and
follow up. 125
4.12 ANCOVA
F-test used for the test of mean difference in the attitude of
subjects the experimental groups and control at pre test and follow
up. 126
4.13
Mean Scores and
Standard Deviation difference in the attitudes of the
experimental groups and control at follow up only as
influence by gender. 127
4.14 ANCOVA
F-test used for the test of mean difference in the attitude of
subject in the experimental groups, control at follow up only as
influence
by gender. 128
LIST OF FIGURE
3.1 Sample Distribution 72
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
A teacher is a person who helps others to acquire
knowledge, competences or values. According to Adediran (2014), a teacher is a
person who is certified and licensed by a professional body to impact
knowledge, skills and values to the learners in order to bring about desirable change
which is relatively permanent change in the learners. In a formal setting a
teacher teaches the students in the school environment while in the informal
setting the teacher can teach the learners outside the formal setting. Thus a
teacher should bring about the desirable change while teaching in the school
setting According to Chuka-Okonkwo (2017), the teaching profession is one which
is very sensitive as it involves centrally the shaping of minds, which is why
it is often described as a noble profession among few others. Ideally, a
teacher should be passionate about the teaching job and sometimes go beyond his
or her job description and takes pride in the fact that he or she is taking
part in the shaping of something productive and beautiful and would translate
in the formation of the best minds that would lead the future generation.
The teachers of public secondary schools are usually
employed by the Government who ensure the rules of services of engagement for
every teacher under their labour force are duly implemented. However, one such
rules of engagement is that the teachers are expected to retire from active
teaching services having attained the age of
60 or thirty-five (35) years of active service. Hence, retirement from
service becomes one of the rules of engagement for teachers in public service.
Retirement from full time paid employment is a
defining moment that marks the beginning of a life transition. All over the
world, retirement is regarded as an important stage in human development.
Changes in life require adjustment in identity, thinking, feeling and action
(Gold, 2017). People who plan for their retirement well in advance adjust well
to retirement and they are likely to go through it as a honeymoon phase in
which they are quite active or may go through it as rest and relaxation phase
of the recuperating from stresses and strains of employment (Odu, 2018). As a
social complex phenomenon, retirement signifies the detachment from customary
activities in business, industries or active service as a full-time employee
(Muller 2017). According to Belsky (2019) retirement is a transition from a
world of work activities to rest especially due to old age or long years of
service.
Retirement is a fluid concept as it evokes different
meaning and brings significantly different responses from various individuals.
Most people look forward to retirement with mix of excitement and attitude. It
is not a homogenous experience for everyone. While some individuals view it
positively and look forward to it as a wonderful period during which to relieve
their lives, develop new interest and escape from the routine of the regimented
lives of workers, others perceive it with negative feelings to the extent that
they associate it within death, in activity, disease, boredom, uselessness and
diminished social and economic status. They feel anxious about whether they
will be financially and emotionally ready to deal with the change that retirement
would bring (Adewuyi, 2012). The researcher sees retirement as a major life
change, which causes a shift in role, another life, a change in social
interaction, possibly a strain on their financial resources and most
importantly the time for great adjustment. Retirement can be an exciting time
filled with new opportunities and challenges or a painful transition that
brings boredom, lack of purpose and discouragement, depending on the
individual’s perception and planning.
Based
on the personal experience of the researcher in her place of work and in the
state where she is teaching, many teachers exhibit different attitudes towards
their work. This attitude to work has posed serious problems to many teachers
due to the way the retirees are being treated which is the main focus of this
study.
Retirement has been
defined as a state of being withdrawn from business, public
life or active service. Retirement according to Abubakar (2013) is the point where an individual ceases from being employed
completely. Akinade (2011) viewed
retirement as ending participation in workforce, usually due to age. Uneze-Amby and Nnubia (2018) defined retirement as the
act of retiring from ones job. In
this regard, it can be said to be the concluding stage of the occupational
cycle which is experienced by teachers who are employed. Retirement is a
transition from active working life
to non-active working life of the individual.
In Nigeria, retirement exists in three forms which are
the voluntary retirement, compulsory retirement and mandatory retirement
(Osborne, 2012). These three forms of retirement involve emotional,
psychological, as well as financial challenges. Thus, workers have to prepare well ahead of time. In line with
this, most people look forward to
retirement with mix feeling of excitement, anxiety and attitude (Olatomide,
2016). This is because retirement often comes with the reduced income
and sometimes at a time when
one's monthly expenditure is far in excess of what is received in wages (Wilson &Aggrey, 2012).
Retirement is typically associated with attendant stress
for the average employee
especially in a country like Nigeria with austere economic policies, as one of
the challenges confronting the retirees. The other challenges the retirees face in Nigeria include: insufficient financial
resources, problem of securing residential
accommodation, the challenge of a new and low social status, difficult health and challenges of declining
health and Domestic Violence (Uneze-Amby&Nnubia 2018). However, these challenges
faced by retirees if not properly addressed
will pose a threat to the post work experience of retiree teachers.The phobia
of the challenges for retirement and the reality of retirement itself has reduced many retirees to a state of
confusion. Ali (2012) explained that retiree teachers develop a defeatist attitude overnight and for the rest of
their lives struggle to accept
retirement not as a new phase of the life but as a step away from the grave. He also pointed out that loss of self-confidence
is the direct result of retirement as
the retiree is stripped of all prestige and respect previously enjoyed while in active service. Abebe (2012) pointed out
that retirees are victims of psychological
trauma due to the nature of the Igbo society where a man is judged dispassionately according to his tangible and
visible achievement. In other words,
nobody is interested in stories of government in paying retirement benefits but solid accomplishments on the part of the
retirees. Hence this has seriously influenced
the attitude of the retiree teachers for post work experience.
Attitude refers to feelings, beliefs and reactions of an
individual towards an even
phenomenon, object or person (Cooper, Donald, Schindler & Pamela, 2010). Attitudes are not innate.Attitudes of mankind is learned
responses (Adewuyi, 2012). Attitudes are seen as anchored within the individual and influenced by
situation and circumstances. They
are stable and their conceptualization as a stable entity means that they are supposed
to be measurable in all aspects. It is an important variable that could determine whether retirement is acceptable to civil
servants or not. In this regard, Obasa (2011), indicated that some civil
servants expressed positive attitude while the disposition of others are
negative. Elezua (2013) also contended that retirement is like a bitter bill to take for some civil servants.
The attitude a retiree teacher displays towards
retirement goes a long way in influencing
the individuals overall behaviour. By implication, retiring from work will have both positive and negative effect on a retiree. The
effects of retirement on an individual
will equally be determined by his or her attitude towards retirement. Akinade (2011) stated that one's positive attitude to
retirement helps a retiree to mobilize
his economic resources, to minimize attitudes, engage in leisure and free
himself or her from routinized work life pattern. Some attitudes to retirement
leads to increased
psychosomatic problems which are caused by retirement stress, emanating from anxiety over the retirees economic plight, health
and loss of self-esteem. Danlarni
(2012) noted that all these attitude manifested when monthly salary are no longer being paid to the retirees and at the same time,
pension and gratuity are not forth
coming.Thus such a condition
could lead a would-be-retiree
teacher to untimely death or a serious health condition if they are not effectively assisted through pre-retirement
counselling. There is need for pre-retirement counselling and self-instruction techniques for teachers
before embarking on retirement to
find out its effects on negative attitudes of teachers towards retirement.
Pre-retirement
counselling, according to (Atchley, 2012), is a therapeutic counselling a worker receives before going into
retirement. It is a method of counselling which teaches people how to make
expenditure profile low during working
life so as to enjoy retirement and also how to develop the strength to cope with the stresses and problems of retirement. Adequate
planning before retirement is very necessary to ones life because it is the
process of determining retirement income goals, risk, tolerance, the action and
decisions necessary to achieve these goals. Planning for retirement starts with
thinking about your retirement goals and how long you have to meet up with
them. During planning, one has to look at the type of retirement account that
can help one raise the money to fund the future. As you save the money, you
have to invest it to enable you to grow. Pre-retirement counselling
intervention is given by a
professional counsellor to workers who are not yet retired. Akinade (2011),
noted that pre-retirement
counselling is a psychological counselling or treatment given to workers in service before going into retirement. It
provides information and assistance
to near retirement workers in order to maximize their potentials while at work or out of work. Pre-retirement counselling is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and
judgment and generally preparing oneself or
others intellectually for mature life. Pre-retirement counselling is one of the
major milestones in the lifetime of a person. Pre-retirement counselling have
been found to be effective in reducing pre-retirement anxiety associated with
retirement. Atchley (2012), in his findings revealed that pre-retirement counselling
helps to reduce pre-retirement anxiety.It was on this premise that the present
study sort to investigate the effect of pre-retirement counselling on the
attitudes of teachers towards retirement.
In this study, other independent variable considered was
self-instruction technique on the attitude of teachers towards retirement. Self-instruction
technique is a cognitive-behavioural technique which aims to give clients control
over their behaviour through guided self-talk or self-statement. In this
technique, by using “self-talk” or stating the instruction out loud,
responsibility for the instruction moves from the facilitator to the student.
Self-instruction technique according to Anyichie and Onyedike (2012) is a cognitive
and metacognitive learning instructional strategy and students generally lack
metacognitive or self-regulation strategies that will help successful students
understand, analyze, solve and evaluate problems. In line with the above
definition, Goldstein, Levin and Goldman (2015), concurs that self-Instruction
technique is a cognitive technique that uses self-talk to give clients control
over their behaviour, these self-talks according to them gradually become
covert and self-generated. In this regard, self-instruction techniques involves
a process of learning by self-regulation strategy and is anchored on the fact
that human feelings, thoughts and beliefs influence the way individuals
manipulate and handle certain things in real life situation. However, in the
context of this study, self-instruction technique is a cognitive-behavioural
approach that has the ability to make an individual discover his/her learning
gaps, adjust, regulate, cognitively plan, organize, pilot, reinforce, and
evaluate oneself own independent learning without a teacher's prompting.
Thus, self-instruction techniques are helpful where there are
initial cognitive deficits. For example, problem solving or verbal mediation
contribute to the difficulty. Self-instruction technique is based on the
Studies conducted by Zimmerman and Schunk (2011) on the use of self-instruction
strategy to transform learners’ mental abilities. They revealed that
self-instruction technique involves self-regulation, which is necessary for
students to be motivated and actively participate in their own learning
process. This transforms the learners’ mental abilities. The goal of
self-instruction technique is to support a person to independently complete a
task. It is an un-obtrusive self-management tool. The actions are not always
under the control of verbal behaviour, self-instruction technique may require
some initial training. It also involves a person telling him or herself to do
something and then doing it.
The characteristic of men or women is probably not a
reason for negligence and
carelessness to ones' attitude towards retirement but can better be thought of
as a variable following the person to identify his or her confidence, interests and personal ability in order to maintain
orderliness in regard to a variety
of daily life considerations. As stated by Agulanna and Agulanna (2016), psychologists believe that man indeed is the
architect of his/her own fortune,
habit and master of his own destiny. They have ability to determine their state of attitude towards retirement irrespective
of their gender. To the best of the
researcher’s knowledge self-instruction techniques has not been applied as
packages to improve attitude of teachers towards retirement by other
researchers but have been found to be effective. It is on this note that this
present study deemed it necessary to fill the existing gap by embarking on
self-instruction technique as treatment models in enhancing attitude of teachers
towards retirement in Imo State. It is in the light of the foregoing that the researcher
in the present study utilized two
psychological treatment therapies of pre-retirement counselling (PRC) and Self-instructional Techniques (SIT) to find out their effect
on teachers’ attitude towards retirement
with gender as the moderator variables.
1.2 STATEMENT OF THE PROBLEM
During retirement, a worker is
expected to quit from doing a particular work for which he/she has been known
over 30 years which implies that the service of the individual has to end and
as such is expected to rest after putting so much number of years in the
service. The compensation of this is usually the monthly pension in which the
retiree is placed on. Their pension package is released to them as at when due,
but the reverse is the case today. The state of
retired teachers in public secondary schools in Imo State has been a source of
worry and setback to the school system, especially to the teachers nearing
retirement. This unpleasant state is traceable to the non-payment of teachers
salaries and allowances while in service, gratuity and pension as at when due
after retirement. This has caused untold hardship to them. In the present
dispensation, it is a common observation that many serving teachers either are
not well paid or they are paid half their salaries, and these have led staff
into changing their records, that is, date of appointment, age and date of
birth, all in the bid to stay longer in the service. Teachers who are over-aged
and unproductive now remain in service longer than the thirty five years or 60
years of age recommended by the government. There is no gain saying that the
attitude to retirement by teachers pose serious problem such as ill health,
untimely death, boredom amongst others in the school system. This led to many
teachers displaying negative attitude to work. Despite the efforts of some
researchers to reduce teachers’ negative attitude towards retirement, yet it
has not yielded appreciable result. Thus, it was on the basis of this that the
present study sought to determine the effect of pre-retirement counselling and
self instruction technique in improving the negative attitude of teachers
towards retirement.
1.3 PURPOSE OF THE STUDY
The
main purpose of this study is to investigate the effects of pre-retirement
counselling and self-instruction techniques on teachers' attitudes towards
retirement in Imo state. Specifically the study sought to:
1. Establish
the mean score difference in the attitudes of subjects exposed to preretirement
counselling and control group at pre-test and post-test.
2. Ascertain
the mean score difference in the attitude of subjects exposed to self-instruction
technique and control group at pre-test and post-test.
3. Determine
the mean score difference in the attitude of subjects in the experimental
groups and control at pre-test and post-test.
4. Ascertain
the mean score difference in the attitude of subjects exposed to preretirement
counselling and control group at follow up.
5. Determine
the mean score difference in the attitude of subjects exposed to self-
instruction technique and control group at pre-test and follow up.
6. Determine
the mean score difference in the attitudes of the experimental groups and
control at pre-test and follow up.
7. Find
the mean score difference in the attitude of the experimental groups and
control at follow up by gender.
1.4 SIGNIFICANCE OF THE STUDY
The study has both theoretical and
practical significance. Theoretically, the findings of this study would help
clear some of the theoretical assertions by some of the theories on which this
study would be anchored such as, theories of Super’s Career Development Theory,
Rational Emotive Behavioural Therapy and Cognitive Theory. The findings of this
study also have practical significance.
The
findings would be beneficial to the following; teachers, students, policy
makers, counsellors, psychologists, ministry of education, State Secondary Education
Management Board (SEMB) and researchers if published. To the teachers, the
findings of this study would provide them information on how pre-retirement
counselling and self-instruction techniques influence their attitude towards
retirement. The findings would also make them to adjust to the post work life
experience as well prepare adequately for life after the active teaching
service. The teachers would be able to make referrals or even use the two
techniques if proved to be effective at the end of the study. This the teachers
would benefit from the findings of this study which would be revealed through
conferences, seminars and workshops on retirement.
To
the students, the findings of the study would also provide them defined
information and efficacy of pre-retirement counselling and self-instruction techniques
on the teachers attitude towards retirement. Hence the result of the study
would benefit them on how to translate the techniques into effective
instructional delivery of the teachers in terms of adjustment in preparing for
post work experience without imparting on the students negatively and would
enable students learn better.
To
the policy makers, the findings of the study would provide them with well
defined information on whether pre-retirement counselling and self-instruction
techniques on teachers attitude towards retirement. Hence, the information
provided would enable them to formulate policy that will make pre-retirement
counselling and self-instruction techniques compulsory for all teachers
irrespective of gender of the teachers. The findings of the study would also be
useful in developing in-school programmes which emphasizes pre-retirement counselling
and self-instruction techniques and equip teachers with necessary tools towards
fruitful post work life.
To
the school counsellors and psychologists, the findings of the study would
provide them information on the effect of pre-retirement counselling and self-instruction
techniques on the teachers’ attitude towards retirement. Hence, the information
provided would enable them to adequately counsel the teachers using the pre-retirement
counselling and self- instruction techniques. These would make the teachers to
adjust well and prepare well for life after active service towards enhancing
their effective instructional delivery in the school.
To
the Secondary Education Management Board (SEMB), the findings of the study
would reveal the effectiveness of pre-retirement counselling and
self-instruction techniques on the attitude of teachers towards retirement,
thus the findings would assist the board to develop and implement well-structured
guidance and counselling programmes that will emphasize on teachers'
retirement.
To
intending researchers, the findings of the study would also be of immense
significance to intending researchers who would carry out studies similar to
this study, as it will provide them with adequate reference materials for their
studies and an adequate justification for further studies. It would also avail
them adequate opportunity to appraise and constructively criticize the study
with a view to finding gaps which their own study will fill up. The researchers
would also benefit through by getting first hand information of the research
work or through publication of the research work.
1.5 RESEARCH QUESTIONS
The following research questions were
posed for the study
1.
What is the mean score
difference in the attitude of subjects exposed to preretirement Counselling
and Control group at pre-test and post-test on teachers attitude towards
retirement?
2.
What is the mean score
difference in the attitude of subjects exposed to self-instruction technique
and control group at pre-test and post-test on teachers attitude towards
retirement?
3.
What is the mean score
difference in the attitude of subjects in the experimental groups and control
at pre-test and post-test on teachers attitude towards retirement?
4.
What is the mean score
difference in the attitude of subjects exposed to preretirement counselling
and control group at pre-test and follow up on teachers attitude towards
retirement?
5. What
is the mean score difference in attitude of subjects exposed to self-
instruction technique and control group at pre-test and follow up on teachers
attitude towards retirement?
6. What
is the mean score difference in the attitude of the experimental groups and
control at pre-test and follow up on teachers attitude towards retirement?
7. What
is the mean score differences in the attitude of the experimental groups and
control at follow up only as influence by gender on teachers attitude towards
retirement.
1.6
HYPOTHESES
The
following null hypotheses were formulated and tested at 0.05 level of
significance:
Ho1: There is no significant mean difference in
the attitude of subjects exposed to preretirement counselling technique and
control group at pre-test and post-test on teachers attitude towards retirement.
Ho2: There is no significant mean difference in
the attitude of subjects exposed to self- instruction techniques and control
group at pre-test and post-test on teachers attitude towards retirement.
Ho3: There is no significant mean difference in
the attitude of the experimental groups and control at pre-test and post-test on
teachers attitude towards retirement.
Ho4: There is no significant mean difference in
the attitude of subjects exposed to
pre-retirement counselling and control group at pre-test and follow up on
teachers attitude towards retirement
Ho5: There is no significant mean difference in
the attitude of subjects exposed to self- instruction technique and control
group at pre-test and follow up on teachers attitude towards retirement.
Ho6: There is no significant mean difference in
the attitude of the experimental groups and control at follow up on teachers
attitude towards retirement.
ho7: There
is no significant mean difference in the attitude of subject in the
experimental groups, control at follow up only as influence by gender on
teachers attitude towards retirement.
1.7
SCOPE OF THE STUDY
This study was delimited to all the
teachers in Public Secondary Schools in Owerri Municipal Council of Imo State
who has five to ten years to retire. The reason for choosing teachers with five
to ten years to retire was to get a balanced and accurate information on the
nature of teachers toward retirement and these teachers can be found in large
numbers within these schools in the municipal. New employed teachers and those
who have more years to retire were not used. The content scope of the study
covered pre-retirement counselling and self-instruction techniques on attitude
of secondary school teachers towards retirement. The study was focused on
reducing negative attitude of teachers towards retirement. The study would be delimited
to two behavioural therapeutic packages namely pre-retirement counselling and
self-instruction techniques. The subjects of the study were the secondary
school teachers who have five to ten years to retire both males and females
with negative attitude towards retirement using teachers attitude towards
retirement questionnaire (TATRRQ). The geographical scope of the study was limited
to Owerri Municipal Council. The study tested the effectiveness of these two
therapies in the reduction of negative attitude among teachers in the secondary
schools at both post-test and follow-up assessment periods. Gender was used as
a moderating variable.
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