ABSTRACTThis research assessed the influence of singlehood on the psychological well-being of secondary school teachers in Plateau State, Nigeria. The study set out five specific objectives, posed five research questions, and formulated four null hypotheses. A descriptive survey research design was employed, targeting a population of 827 single teachers in secondary schools across Plateau State. From this population, a sample of 182 single teachers was selected for the study.
Data collection was carried out using a structured questionnaire, which was distributed in person with the assistance of four research assistants. All 182 distributed questionnaires were completed and returned. The respondents' demographic data were described using frequency and percentages, while mean scores and standard deviations were utilized to answer the research questions. T-test statistics were applied to test the null hypotheses at a significance level of p = 0.05 (5%).
The findings revealed that the main causes of singlehood among secondary school teachers in Plateau State include a lack of urgency to get married, high expectations regarding whom to marry, seeking someone with the right qualities, challenges related to arranged marriages by parents, and a lack of awareness that time may not be on their side. The study also showed that singlehood did not lead to significant differences in the ability to maintain harmonious relationships among male and female teachers with their family members, friends, and colleagues. Similarly, no significant differences were found in terms of interdependence and acceptance among male and female single teachers.
In conclusion, the study found that singlehood does not significantly affect the psychological well-being of male and female secondary school teachers in Plateau State in their interactions with family members, friends, and colleagues.
