Impact of Climate Change on Teachers’ Occupational Stress and Attitude to Teaching Among Teachers in Owerri, Imo State

Emmanuel Ojaga Okoiye

doi:10.63081/uejtl.v3i2.150

Authors

Emmanuel Ojaga Okoiye Alvan Ikoku Federal University of Education https://orcid.org/0009-0004-7646-6808

Attitude, Climate change, Occupational stress, Teaching, Teachers and work

Abstract

Generally, in Nigeria, the incidence of climate change is increasing loss of biodiversity, poor agricultural food production, food and water insecurity, impaired human health, poor standard of living, and quality of life. Nigeria is in the top 25 highest greenhouse gas emitters, contributing 0.8% of the global total emissions. Despite these devastating challenges, there is a dearth of literature in Nigeria projecting scientific discussions that would enable classroom learners, the public, and significant stakeholders to have a good understanding of the effect of climate change and global warming on environmental sustainability and its impact on the wellbeing and behavioral dispositions of teachers towards teaching in Owerri. Based on this context, this study empirically investigated the impact of climate change on teachers’ occupational stress and attitude to teaching within Owerri Metropolis, Imo State, Nigeria. The study used an ex-post facto research design of descriptive nature to determine if relationships exist among the variables under study without manipulating them. The study population consists of 3000 secondary school teachers engaged in public schools within Owerri, Imo state. In order to give teachers an equal chance to participate in the study, a simple random sampling technique using the hat picking method was employed to select 300 teachers. One research question was asked, and two hypotheses were tested at a 0.05 alpha level of significance. Data was collected using three standardized instruments. The collected data were analyzed using Multiple Regression and Pearson Product-Moment Correlation. The results revealed that climate change had a significant relative impact on occupational stress (β = 0.311) and attitude to teaching (β = 0.236). Impact of climate change on teachers’ make them to express high occupational stress, r(298) = 0.486, p < .05 also, the experience with climate change makes teachers to express negative attitude to teaching, r(298) = 0.358, p < .05. The outcome of this study implies that adverse harsh climatic conditions, due to incidence of climate change has negative impact on the general wellbeing and behavioural dispositions of teachers towards teaching. Therefore, the Nigerian government needs to initiate policies that would make the teaching and learning environment conducive, enterprising, and attractive. The remuneration of teachers and their working conditions should be of a global standard. This is necessary to motivate and reinforce the positive commitment of teachers to their job even in adverse global climatic change conditions.

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