PSYCHOLOGICAL EFFECTS OF INSECURITY ON BASIC EDUCATORS’ LEARNING AND DEVELOPMENT IN OYO NORTH SENETORIAL DISTRICT, OYO STATE, NIGERIA

Abstract

This study explored the psychological effects of insecurity on basic educators, specifically focusing on its impact on their learning, development, and overall well-being. Insecurity in the teaching profession can manifest in various forms, including job instability, financial concerns, and lack of institutional support. These stressors can significantly influence teachers' mental health, teaching effectiveness, and professional growth. Through quantitative and qualitative research, including surveys and semistructured interviews, this study examined how insecurity affects teachers' emotional states, teaching methodologies, and engagement in professional development. Result of the study showed that there was positive significant relationships between impact of insecurity and educators' professional development in Oyo North Senatorial District of Oyo State Nigeria (r = .290, p<.05) result also reviewed significant relationships between impact of insecurity and classroom management in Ibadan, Oyo State Nigeria (r (111) = .310, p<.05); also there was positive significant relationship between impact of insecurity and teachers' teaching methodologies in Ibadan, Oyo State Nigeria (r= .412, p<.05), and there was significant relationships between Impact of insecurity and students' learning and development in Ibadan, Oyo State Nigeria (r= .382, p<.05). Findings indicate that insecurity led to heightened stress, burnout, and a decline in innovative teaching practices, which hinders educators' professional growth and students’ outcomes. The study recommended implementing supportive measures like mentorship programmes, job security initiatives to alleviate the negative psychological impacts of insecurity on teachers. By addressing these issues, educational systems can improve both teacher well-being and the quality of education delivered to students.