PERCEIVED TEACHERS' EMOTIONAL SUPPORT AS A CORRELATE OF STUDENTS’ ACADEMIC RESILIENCE AMONG SECONDARY SCHOOL STUDENTS IN OGUN- EAST SENATORIAL DISTRICT OF OGUN STATE

Abstract

Abstract: Undergraduates spend most of their daily time in the classroom, have to face new and complex school tasks, and deal with different kinds of pressure and expectations. In light of the emotional burden related to overwhelming school demands and the abovementioned evidence, it is not surprising that they could significantly influence by the emotional support received from significant adults in the school environment, especially the teachers. Therefore, this study addressed the issue of perceived teachers' emotional support as correlates of students' academic resilience among secondary school students in Ogun State, Nigeria. A cross-sectional survey research design was used for the study. The population consisted of secondary school students. A multi-stage sampling procedure was used to select the sample for the 388 respondents that participated in the study. Two main instruments were used in collecting data while the data collected was analyzed using simple percentage, Pearson Product Moment Correlation and T-test analysis at 0.05 level of significance. Results revealed the overall level of perceived teachers emotional support to be fair (41.3%), the overall level of students' academic resilience among secondary school students was 61.6%, and there is a positive relationship between perceived teachers' emotional support and students' academic resilience (r = .563, p = 000 < .05). Additionally, there is no significant difference between male and female students' perception of teachers' emotional support (t = 1.756, df = 386, P = 0.000 > 0.05), while there is a significant difference between male and female students' academic resilience. It was concluded that the university system in Nigeria should be comprehensively reviewed towards meeting the emotional demands of the students and adherence to school values and vision. It was recommended that Understanding how emotional support influence students academic engagement behaviours can help teachers provide the best quality of services for students.