NIGERIAN SCHOOL HEALTH JOURNAL
Volume 19, Number 1, June 2007
Nigerian School Health Association (NSHA)
GUIDELINES FOR NIGERIAN SCHOOL HEALTH JOURNAL (NSHJ)
CONTRIBUTORS
Only manuscripts that adhere to the guidelines below will be accepted for
publication in the Nigerian School Health Journal.
1.
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2.
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3.
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4.
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5.
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6.
Tables and figures should be submitted on separate sheet and numbered
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7.
The referencing style for the journal is the APA (the American
Psychological Association format (e.g: Laoye J.A. (1996). Principles of
Health Education, Ibadan; International Group; Oluduro C. (1984). Road
Accidents: Doing the death count. Nigerian School Health Jornal 19 (1):
18-28).
1
8.
Titles of Journals should not be abbreviated.
9
Articles which do not conform to the above specification will be returned
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NSHA.
10.
Manuscripts related to School Health Education are welcome. Various
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students, as well as professionals in health- related fields.
11.
Send your manuscripts to:
The Editor-in-Chief
Professor J.A. Ajala
Department of Human Kinetics and Health Education,
University of Ibadan, Nigeria.
© 2007, NSHA
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ISSN: 0794-3474.
NSHA Executives
Co-Patrons
The Ministers of Education
And Health, Nigeria
NSHJ Editorial Board
Editor-in-Chief
Prof. J.A. Ajala, University of Ibadan
Vice-Patrons
State Commissioner of
Education and Health, Nigeria
Managing Editor
Dr. O.A. Moronkola, University of Ibadan
President
Professor S.D. Nwajei
Members
Prof. J.O. Fawole,
Obafemi Awolowo University Ile-Ife
2
Vice-Presidents
Dr. Kayode Oke
Dr (Mrs.) Felicia Ekpu
Prof.
Prof.
Prof.
Prof.
I. Owie, University of Benin
R.U. Okafor, University of Nigeria
Danaladi Musa, Benue State University
S.D. Nwajei, Delta State University.
Ex-Officio
Professor J.O. Fawole
Prof. Danaladi Musa,
Prof. R.U. Okafor,
Dr. (Mrs.) F.I. Okoro
Dr. O.A. Moronkola
General Secretary
Assistant Secretary
Treasurer
-
Dr. O.O. Kalesanwo
Dr. J.O. Ogbe
Dr. B.O. Ogundele
Publicity Secretary
Dr. (Mrs.) B.O. Oladipupo-Okorie
Financial Secretary
Dr (Mrs) A. Akinwusi
Auditor – Mrs. U. Igbudu
Banker
First Bank (Nig.) Ltd, Agodi, Ibadan.
CONTENTS
Editorial
Welcome Address
Volume 19, Number 1, June 2007
1.
Refuse Disposal Methods and Participation among Residents in Ikot
Ekpene Local Government Area of Akwa Ibom State, Nigeria. Felicia S.
Ekpu and Theresa M. Achibong.
2.
Chemicals, Health and Environmental Care for Sustainable
Development in Nigeria. Okueso Samuel Adesina and Adekoya F.
Adebolu
3.
Attitude and Wastes Disposal Habits of Students of Alvan Ikoku
College of Education, Owerri. Nonye Onuzulike
4.
Perceived Influence of Environmental Factors on Mental Health of
Prisoners in Ijebu-Ode Prison. Tokunbo Oluwayemisi Tejumola.
3
5.
Provision of Health-Related Facilities in Schools at the Ojo Educational
District of Lagos State: A Prerequisite for Environmental Health. B.B.
Idowu and Abiola Molayoto J.
6.
The Roles of Teachers in the Promotion of Mental Health among
Secondary School Students in Ilorin, Kwara State. R.A. Shehu, I.Y.
Ajeigbe and M.N. Abubakar.
7.
Assessment of the Influence of Location in the Maintenance and
Promotion of School Environmental Health among Secondary Schools
in Delta State. J.O. Ogbe and S.D. Nwajei.
8.
Level of Awareness of the Residents of Ijebu-Ode Town on the
Aetiology and Health Implications of Noise. Awesu T.K. and Okueso
S.A.
9.
Investigation into Causes, Effects and Control of Environmental
Pollution in Amuwo-Odofin Local Government Area of Lagos State.
MAC. Onwuama, A.A. Olulesi
10.
Prevalence and Consequences of Home Accidents in Egor Local
Government Area of Edo State.
Ekoko Rebecca Obaiti
11.
Patterns of Household Solid Waste Management in Oto-Awori Council
Development Area of Lagos State.
Tony Dansu and Shola Oladipupo-Okorie
12.
The Mental Health Status of Physically-Challenged Students in Selected
Secondary Schools in Warri Metropolis, Delta State.
A.E. Nwachukwu and A.U. Nwachukwu
13.
Nutritional Knowledge, Attitude and Infant Feeding Care Practices of
Nursing Mothers in Ibadan.
G.O. Anetor, O.A. Moronkola, and J.I. Anetor
14.
The Effects of Excessive Intake of Macronutrients on Health
S.D. Nwajei and J.E. Nwachokor
4
EDITORIAL
The Nigerian School Health Journal (NSHJ) has served as a reference
materials for educators, researchers, teachers and policymakers in the areas of
health education and the general well-being of the society. For an individual to
cope well with the various demands of the society, he must be fit physically and
mentally. Mental health status may be influenced by genetic traits and the living
environment, especially during childhood and adolescence, as well as one’s
lifetyle. Environmental health education, a major part of the public health
movement, has become a serious concern both at the school and community
levels. The public health movement in the US started in 1850, with the report of
the Massachusetts Sanitary Commission. The report was inspired by the works of
Chadwick and Simon in England. Thereafter, the issue of public health and
environmental protection became relevant and constantly topical in global
discourses, especially with the various outbreaks of exotic diseases in Europe and
the Americas.
The principal issues of sanitation reforms and environmental safety are
premised on the commonly-accepted notion that diseases and deaths result from
dirty environment, principally brought about by improper waste disposal. This is
mostly based on the contagion theory of epidemics or disease outbreaks.
Thus, because of the importance and gravity of the various public health
issues confronting the modern society, this volume of NSHJ is divided into two
editions (1 & 2). This is the first edition. Both editions focused on health issues,
5
with regard to environmental health and mental health, with such topics as
physical activities and health promotion in Nigeria; assessment of the influence
of location in the maintenance and promotion of school environmental health;
causes, effects and control of environmental pollution; the level of awareness of
on the aetiology and health implications of noise; water pollution in Nigeria;
visual acuity and academic performance; urban-rural difference in the
acceptance
of
health
education
programmes;
perceived
influence
of
environmental factors on mental health of prisoners; effects of excessive intake
of macronutrients on health, etc.
All contributors to these and past editions of NSHJ are appreciated, as
well as assessors, without whom the yearly publication of the journal would not
have been possible.
Editor-in-Chief
WELCOME ADDRESS
J.O. Fawole
Text of the welcome address by the president of NSHA at the 19 th Annual
Conference of the Nigerian School Health Association, November 2006 at Olabisi
Onabanjo University, Ogun State.
On behalf of the national executive and entire membership of the Nigerian
School Health Association, I wish to welcome you all to the 19 th Annual
Conference of the Nigerian School Health Association. I welcome most heartily,
the vice-chancellor and officers of Olabisi Onabanjo University, who have
6
provided an enabling atmosphere and support for this important conference. I
wish to thank the dean of education, Profesor Odedeyi; the head of Sports
Science and Health Education Department of this University and Chairman of the
Local Organizing Committee, Dr. Tola Oduyale, and the secretary, Dr. Oke, for
their painstaking efforts in ensuring that this conference holds. I wish to specially
welcome and thank the presenters and all others who have been working behind
the scene to ensure that this conference is successful.
As a way of reminder, the theme of this year’s conference is
Environmental Health Education in Schools and Communities, with various subthemes, which have to do with environmental health in schools, communities and
the nation as a whole.
Without doubt, the school environment has been an integral part of the
social component of the school child’s entire environment and, thus, plays an
important role in the overall development of the child. As can be observed in our
immediate environment, most childhood illnesses, such as measles, malaria,
diarrhoea and malnutrition are directly linked to hazardous conditions in the
school environment.
These conditions, particularly in schools, have been so because past
efforts at environmental sanitation were ad-hoc and uncoordinated in nature.
The failure of these efforts can be attributed mainly to poor environmental
sanitation
education
and
awareness,
low
literacy
governance, indiscipline and disregard for the rule of law.
7
level,
non-responsive
All teachers and parents present here today are aware that a healthy
environment promotes learning and academic excellence, as well as prevents
school absenteeism and, thus, helps the school child to benefit maximally from
the educational prorgrammes he is enrolled for.
In most schools today, there is poor portable water and inadequate waste
disposal facilities. Schools are poorly lit, overcrowded, without adequate
ventilation and sited in noisy and hazardous areas. School buildings, especially
the pubic ones, are often dilapidated, mouldy and in unkempt environments,
overgrown with weeds. Many food vendors who provide meals and snacks for
school children are often unregistered and without proper medical certificates
and the foods they provide are, most often, unwholesome.
We are here to discuss how communities and schools can tackle most of
the aforementioned unsanitary conditions in the school environment. I therefore
implore everyone to find time to listen attentively to the scientific discussions, as
solutions to our environmental health problems would be proposed. I expect that
the efforts of school authorities, the Parents-Teachers Association, local, state
and federal governments and some other relevant agencies in improving the
sanitary condition of the Nigerian child would be discussed.
Once more, I welcome all and sundry to this great occasion and implore
us to demonstrate our love towards the association and the health of the school
child.
Thank you.
8
THE ROLES OF TEACHERS IN THE PROMOTION OF MENTAL HEALTH
AMONG SECONDARY SCHOOL STUDENTS IN ILORIN, KWARA STATE
BY
R.A. Shehu, * I.Y. Ajegbe** and M.N. Abubakar**
* Department of Physical and Health Education, University of Ilorin
** Department of Physical and Health Education, School of Sciences,
Kwara State College of Education, Ilorin
Abstract
This study examined the roles of teachers in the promotion of mental health
among secondary schools students in Ilorin, Kwara State. It specifically examined
the influence of students’ socioeconomic and religious backgrounds, physical
environment and what the health education teachers could do to promote
optimal mental health among students. Four hypotheses were tested for this
study. Stratified random sampling technique was used to select 120 samples
from the ten secondary schools in Ilorin metropolis that were randomly selected
and used for this study. A self-structured questionnaire validated and found
reliable at 0.72r was used for the study. Collected data were analyzed using
simple per centages and inferential statistics of chi-square analysis. the result
shows that respondents’ socioeconomic and religious backgrounds, physical
environment and teachers’ expected roles significantly influenced students’
development of optimal mental health. The paper recommends, among others,
that moral instruction should be made compulsory for students; and that school
authorities should ensure that they provide good administration, leadership traits
and good supervision at all times.
9
Introduction
Good mental health is the desire of all men, although universal the desire
may appear under the guise of such labels as ‘happiness’, ‘peace of mind’,
‘success’ or the ability of face and solve one’s day-to-day problems as they
appear, Ajisafe (1980) posited that the attainment of good mental health does
not imply complete freedom from everyday problem. What it means is the ability
to cope with problems and maintain psychological equilibrium. Turner (1979)
stated that no life has a complete freedom from everyday problem; this means
the ability to cope with problems and maintain psychological equilibrium. Turner
(1979) stated that no life has a complete happiness, continual peace of mind
because human beings are dynamic. This is however contrary to the World
Health Organization’s (WHO, 1947) definition of health as “a state of complete
physical mental and social well-being and not merely the absence of disease or
infirmity”.
Mental health is defined as a quality of health resulting from the
satisfaction of needs through personal and social adaptation to one’s
environment (Ozo, 1975). Mental health is also seen as the successful
performance of mental function, resulting in productive activities, fulfilling
relationship with other people and the ability to adapt to change and cope with
the adversity of day-to-day activities. The link between mental health and one’s
characteristics was captured by McDonalds (1995) who posited that a person is
mentally healthy when he understands himself, his own motivation, drives,
10
wishes, desires, and when such person accomplishes his or her self realization,
actualization and has an integrated balanced personality.
Bunton and McDonald (1992) defined health promotion as “the process of
enabling people to increase control over and to improve their health”. Therefore,
health education is an integral part of health promotion. Green (1990) conceived
health promotion as a combination of health promotion, health education and
related organizational economic and environmental supports for the behaviour of
individuals, groups or communities that are conducive to health. Bounton and
McDonalds (1992)
defined health promotion as “a strategy for promoting the health of the whole
population”.
Many scholars have expressed concerns and various opinions on the
factors responsible for the development of good mental health among
adolescents and youths. It has been established that schools are the most
effective base for the inculcation of desirable health habits aimed at improving
the life pattern of the general population (Laoye, 1981). Laoye (1981) went
further to prove that many habits learnt at school persist through life. And to be
effective, the author concluded that school health programme should include
healthful school living, school health service, health instruction and school-home
and community relationship.
Ogunlade and Olasehinde (1995) observed that most children in Nigeria
today start school early (some as early as 3 years old) and remain within the
11
school setting for several years. Most of what these students learn about
themselves and their society therefore, takes place during school life. It is the
school that transmits to students the ideals and values (culture) of the society. It
is also in the school that most of student’s social interactions take place. The
teacher’s role in the school is particularly important in shaping a child’s mental
and social developmental pattern. This is so because the teacher stimulates and
guides the child’s intellectual development and affects the child’s attitude and
values through interactions with student. Ajisafe (1980) posited that the type of
relationship the teacher establishes in the classroom may have profound effects
on a child’s social and emotional development.
The primary responsibility for the health of a child rests on the parents,
but the school is in a strategic position to contribute effectively to the health of
every school-age child. The school can fortify and supplement the parent’s
efforts (Laoye, 1981; Ozo, 1975 and Green, 1990). These authors all recommend
the following measures to be put in place in the school: school health policy,
good physical and social environment required for development of personal
health skills, community relationship and health services in other to achieve
optimal mental and emotional health of school students. The school health
programme is the totality of procedures and activities which are designed to
protect and promote wellbeing of students in the school. It also includes all
healthful activities engaged in by the school for the achievement of learning
objectives.
12
Ozo (1975) believed that parents, teachers and guardians are all aware
that for learning to take place, the child must be free from aches and pain, must
be originally sound, mentally alert, emotionally stable, physically well-nourished
and live in a sound and healthy environment. A very sound and healthy
environment, in this context, does not refer to the physical surrounding but also
to the teacher-student, student-student, parents-teacher and student-parent
relationship. Without all these necessities, students’ ability to learn could be
impaired or jeopardized.
It is expected that health education teachers be alert to their
responsibilities in identifying individual student with mental or learning problems,
or difficulty in vocational choices. Teachers/health educators are also expected to
use their wealth of experiences in helping the students to give up social health
problems like smoking, alcohol consumption, drug abuse, rape and paranoia. The
roles of teachers/health educators in the exercise to achieve this goal are very
essential for the optimal development and promotion of mental and emotional
health of students. However, visits to the selected schools in the Ilorin metropolis
showed that all these important responsibilities of teachers are often neglected.
Research Questions
1.
Does the socioeconomic status of the students influence or contribute to
deviant behaviour in individual mental health development?
2.
Does the religious background of the students influence their individual
mental health development?
13
3.
Does the physical environment in a school influence optimal mental health
development of the student?
4.
What are the expected roles of teachers in the promotion of optimal
mental health development of the students?
Hypotheses
The basic hypotheses that underlie this study are as follows:
1.
Socioeconomic background of the students is significantly related to the
development of their optimal mental health.
2.
Religious background of the students is not significantly related to the
development of their optimal mental health.
3.
Physical environment in a school is not significantly related to the
development of optimal mental health of the students.
4.
Expected roles of the teachers in the promotion of mental health of the
students are not significantly related to the development of the optimal
mental health of the students.
Purpose of the Study
1.
To investigate the influence of socioeconomic background of respondents
on the optimal mental health of the students.
2.
To examine the influence of religious background of the respondents in
the development of the optimal mental health of the students.
3.
To determine the influence of physical environment of the respondents in
the optimal mental health development of the students.
14
4.
To find out the role of teachers in the promotion and development of
mental health of the students.
Methodology
The research method adopted for this study was a descriptive survey
design. The estimated population for this study consisted of 10,090 persons,
which consists of school principals, school health personnel, health education
teachers, parents and students of the 10 selected secondary schools in Ilorin
metropolis. Stratified ransom sampling technique was used to select 120 samples
from the target population used for the study (table 1).
Table 1:
Distribution of Respondents Used for the Study
S/no
Population
Estimated population
Selected samples
1.
School principals
10
10
2.
Medical social officers (school health
30
10
personnel)
3.
Health Education Teachers
30
10
4.
Parents (Chairmen and secretaries of
20
20
Students
10,000
70
Total
10,090
120
schools’ PTA)
5.
15
Table 2:
Chi-square analysis on the influence of socioeconomic
background of the students on the development of optimal
mental health
S/N Item
1.
SA
%
A
%
D
%
SD
%
54
45.0
55
45.8
9
7.5
2
1.7
49
40.8
53
44.2
11
9.2
7
5.8
29
24.2
58
48.3
21
17.5
12
10.0
41
34.2
21
17.5
18
15.0
40
33.3
25
20.8
46
38.3
37
30.8
12
10.0
X2
Deviant behaviour is more
common in children from rich
homes than children from poor
homes.
2.
Unsettled home leads to children
becoming heavy smokers and
drunkards.
3.
Students in public schools display
undesirable character than their
counterparts in private schools.
4.
Emergence of various social clubs
in school promotes bad
behaviour.
5.
Bad habits are developed in
boarding houses
6.
Poor group influences a child’s
character
14.61
60
50.0
49
49
40.8
5
4.2
6
Calculated Value of X2 = 14.61; Df = 15; P <0.05 alpha level; critical value =
24.99
The main instrument used for data collection was a self-structured
questionnaire. The questionnaire was divided into sections A and B; section A
deals with the demographic data of the respondents while section B elicited
information on the influence of religions, socioeconomic status, physical
environment and expected roles of the teachers in the development of optimal
16
mental health of the respondents. The researchers administered the instrument
on the respondents. Comments and suggestions of 3 chosen jurors, who were
experts in health education were used to improve the face and content validity of
the questionnaire, using test-retest method. A reliability analysis scale of 0.72r
was obtained, which showed that the instrument was consistent and reliable.
Emanated data were analyzed using simple per centages and inferential statistics
of chi-square analysis.
Hypothesis 1: Socioeconomic background of the students is
significantly related to the development of optimal mental
health of the students.
A careful examination of table 2 shows that 109 (90.8%) of the
respondents agreed that deviant behaviour are more common in children from
rich homes than children from poor homes. Also, 102 (85%) of the respondents
agreed that an unsettled home leads to children becoming heavy smokers and
drunks. It also shows that 87 (72.5%) of the respondents agreed that children in
public school portray undesirable characters than their counterparts in private
schools. It further reveals that 109 (90.8%) of the students agreed that peer
group influences a child’s character. However, the table shows that (51.7%) of
the respondents agreed that emergence of various unchecked social clubs in
schools, promote bad behaviour. Finally, the table shows that 71 (59%) of the
respondents agreed that bad habits are developed in boarding houses.
The calculated value of X2 of 14.61 is less than the critical value of 24.99
with degree of freedom 15 at 0.05 alpha level of significance. Therefore
17
hypothesis that socioeconomic background of the respondent is significantly
related to the development of optimal mental health of the students is accepted.
This implies that socioeconomic background is significantly related to the
development of optimal mental health of the students.
Hypothesis 2:
Religious background of the respondents is not
significantly related to the development of optimal
mental health of the students.
Table 3:
Chi square analysis of the influence of students’ religious
background on the development of optimal mental health
S/N Item
1.
A
%
D
%
SD
%
76
61.7
36
30.0
6
5.0
4
3.3
9
7.5
13
10.8
49
40.8
49
40.8
22
18.3
62
51.7
32
26.7
4
3.3
X2
Children in missionary schools suffer
more from mental problems
3.
%
Religious belief assists in character
formation
2.
SA
Children from good religious
background mostly exhibit excellent
behaviour
Calculated Value of X2 = 18.23; Df = 6; P <0.05 alpha level; Critical Value = 12.59
A careful examination of table 3 shows that majority of the respondents
102 (91.7%) agreed that religious belief assists in character formation. It further
reveals that 98 (81.6%) of the respondents disagreed that children in missionary
schools suffer from mental problems. The table further shows that 84 of the
respondents representing (70.0%) agreed that children from good religious
background mostly exhibit excellent behaviour.
The calculated X2 value of 18.23 is greater than the critical value of 12.25
with the degree of freedom 6 at 0.05 alpha level of significance. Therefore, the
18
18.23
hypothesis that says religious background of the respondents is not significantly
related to the development of optimal mental health of the students is rejected.
This implies that the religious background of the respondents is significantly
related to the development of optimal mental health of the students.
Hypothesis 3:
Table 4:
School Physical environment is not significantly
related to the development of optimal mental
health of students
Chi-square analysis on the influence of school physical
environment on the development of optimal mental
health of the students
S/N Item
1.
SA
%
A
%
D
%
SD
%
42
35.0
42
35.0
27
22.5
9
7.5
16
13.3
34
28.3
44
36.7
26
21.7
15
12.5
43
35.8
49
40.8
13
10.8
36
30
33
27.5
17
14.2
34
28.3
X2
Students in the school
environment where cigarette and
alcohol are readily accessible
suffer from mental illness.
2
Good administration and
curriculum planning does not
reduce deviant behaviour
3
The maladjusted students are
given special attention in my
school
4
A child’s school does not have
adverse influence on his/her
behaviour
Calculated Value of X2 = 22.24; Df = 12; P <0.05 alpha level; Critical Value = 21.03
19
22.24
A careful examination of table 4 shows that the majority of the
respondents disagreed that students who are in the school environment where
cigarette and alcohol are readily accessible suffer from mental illness with 84
(70%) of the respondents also disagreed that good administration and
curriculum planning does not reduce deviant behaviour. It also reveals that 82
(68.5%) of the respondents disagreed that drug free day campaign is held
frequency in their school. It further shows 62 (51.6%) of the respondents
disagreed that maladjusted students are given special attention in their schools.
Finally, the table shows 69 (57.5%) of the respondents agreed that a child
school have adverse influence on his/her behaviour.
The calculated X2 value of 22.24 is greater than critical value of 21.03 with
degree of freedom 12 at 0.05 alpha level of significance. Therefore, the
hypothesis that says school physical environment is not significantly to the
development of optimal mental health of the students is rejected. This means
that school physical environment of the respondents is significantly related to the
development of optimal helath of the students.
20
Hypothesis 4:
Table 5:
S/N Item
1.
2
3
4
5
6
7
8
Teacher’s role in the promotion of mental health
of the respondents is not significantly related to
the development of optimal mental health of the
students
Chi square analysis on the influence of teachers’ roles
in the promotion of optimal mental health of the
students
SA %
A
%
D
%
SD
Strict teachers develop
maladjusted school children
through fear.
Poor teacher-student relationship
induces undesirable behaviou in
children
Consistent teachers absence in
the class gives room to formation
of undesirable character in
children
Teachers should closely observe
their pupils students during school
hours
Inadequate facilities and
equipments encourages
indiscipline in school children
Uncontrolled examination
malpractices, forgery,
hooliganism, results to a
criminality in youths
Inadequate health personnel for
proper approval program leads to
mental illness among children
The strenuous teaching tune and
sudden tests or examination
results into anxiety, stress and
frustration in students
%
28
23.3
46
38.3
34
28.3
12
10.0
33
27.5
66
55.0
13
10.8
8
6.7
45
37.5
54
45.0
16
13.3
5
4.2
68
56.7
49
40.8
1
8
2
1.7
39
32.5
45
37.5
24
20.0
12
10.0
74
61.7
35
29.2
7
5.8
4
3.3
24
20.0
48
30.0
36
30.0
12
10.0
34
28.3
46
38.3
27
22.5
13
10.8
Calculated Value of X = 32.68; Df = 21; P <0.05 alpha level; Critical Value = 23.50.
2
21
X2
A careful examination of table 5 shows that majority of the respondents
agreed that strict teacher develops maladjusted school children through fear. It
further shows that 99 (82.5%) and 99 (82.5%) respectively of the respondents
agreed that poor teacher –students relationship and consistence teacher’s
absence in the class induces undesirable in school children. It also shows that
117 (97.5%) of the respondents agreed that teacher should closely observe their
students during school hours. Likewise, the table from items 5-8 shows that 84
(70%), 109 (90%), 72 (60%) and 80 (66.6%) respectively of the respondents
which agreed that inadequate facilities and equipment, uncontrolled examination
malpractice’s and various misconduct, inadequate health personnel and
strenuous social activities lead to mental illness in school children.
The calculated chi-square value of 32.67 is greater than the critical value
of 23.50 with degree of freedom 21 at 0.05 alpha level of significance. Therefore,
the hypothesis that says teacher’s role in the mental health promotion of the
students is rejected. This implies that teachers’ role in the promotion of mental
health of the respondents is significantly related to the development of the
optimal mental health of the students.
Summary of Findings
The followings are the major findings of the study:
1.
Socio economic background of the respondents is significantly related
to the development of optimal mental health of the students.
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2.
Religious background of the respondents is significantly related to
development of mental health of the students.
3.
School physical environment of the respondents is significantly related
to development of optimal mental health of the students.
4.
Teacher’s role in the promotion of mental health of the respondents is
significantly related to the development of the optimal health of the
students.
Discussion
The first major finding of this paper is that socioeconomic background of
the respondents is significantly related to the optimal mental health of the
secondary school students in Ilorin metropolis. This is in accordance with the
finding of Green (1990) who opined that the type of relationship the teacher
establishes in the classroom may have profound effect on the child’s mental and
emotional development.
The second major finding is that religions background of the respondents
is significantly related to the development of optimal mental health of the
students. This result endorses the view of some other scholars who observed
that we do our patient a disservice if we resrict their distress to a clinical
condition. Some scholars emphasized spiritual factors, among others, as having
significant impact on people’s circumstances, feelings and future development.
This also agreed with (Laoye 1981; Ozo, 1975 and Green, (1990) who in their
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research described mental health as more than the absence of mental illness, but
as the emotional and spiritual resilience which enables us to enjoy life.
The third major finding states that school physical environment
significantly related to the development of optimal mental health of the students.
This situation matches some scholar’s specifications when he specified that the
child’s achievement in the school have been shown to affect his attitudes. Laoye
(1981) support the fact that many habits learnt at school persist throughout life.
The fourth major findings states that teacher’s role in the promotion of
optimal mental health of the respondents is significant to the development of the
optimal mental health of the students. This revelation agreed with (Laoye, 1981;
Ozo 1975 and Green 1990) for the health of the child rests on the parents, but
the school is in a strategic position to contribute effectively to the health of every
school age child. The school can only fortify and supplement the parent’s effort.
Recommendations
In view of the findings of this research, the following recommendations
are made:
1.
Religion or moral instruction should be made compulsory for
pupils/students at elementary and secondary school levels of Nigerian
education system for sound mental health development of the
students.
2.
Evil communication corrupt good manner’. Children should be mindful
of type of friends they move or play with in the school.
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3.
Health education teachers should ensure harmonious relationship with
their students; this is in addition with regular attendance in classlectures. Since, this would go along way to influence character
development in the students.
4.
School authority should ensure that they provide good administration,
leadership traits, good supervision and good curriculum planning.
5.
The school authority should try to control and constantly check-mate
the emergence and membership of social clubs in schools.
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