Teacher Factor and School Environment as Correlates of Academic Adjustment of Students With Learning Disabilities in Ibadan Metropolis

Abstract

Students with learning disabilities often exhibit distinct characteristics that may hinder their academic adjustment compared to their peers. This study investigated the relationships among teacher-related factors, the school environment, and the academic adjustment of students with learning disabilities in Junior Secondary Schools within Ibadan metropolis. Specifically, it examined the extent to which teacher factors and school environment jointly and relatively contribute to the academic adjustment of these students. The research adopted a descriptive ex-post facto design. A total of 300 students with learning disabilities were selected through multistage sampling from Junior Secondary Schools across the metropolis. Five instruments were utilized for data collection: the Learning Disability Evaluation Scale Renormed Second Edition (LDES-R2), student academic records, a Teacher’s Factor Scale, a School Environment Scale, and the College Adjustment Scale. The Pearson Product Moment Correlation (PPMC) was employed for data analysis. Findings revealed a significant relationship among teacher factors, school environment, and students’ academic adjustment. Both teacher factors and school environment were found to contribute jointly and relatively to the academic adjustment of students with learning disabilities. Based on the findings, the study recommends that the government prioritize teacher training and ongoing professional development. Such training should focus on equipping teachers with modern strategies for identifying and addressing diverse learning needs through differentiated instruction. Additionally, schools should invest in continuous professional development programs in special education and inclusive practices to enhance the capacity of educators working with students who have learning disabilities.