W.C. Uwadiae

This study examines emotional Labour and the wellbeing of early childhood educators in Benin City. To achieve this objective, five research questions were posed and answered. A descriptive survey research design was adopted for the study, and the sample comprised 150 early childhood teachers selected through a multi-stage sampling procedure. The data collection instrument was a self-structured questionnaire. The instrument was validated by three experts in the field of early childhood education, health and counselling psychologists. Cronbach's Alpha was used to assess the instrument's internal consistency, yielding an alpha of 0.89. The data were analysed using descriptive statistics (means and standard deviations). The findings revealed that early childhood teacher experienced a high level of emotional Labour in their professional roles. In addition, emotional Labour affects the wellbeing of early childhood teachers. Furthermore, the study indicates that the emotional Labour experienced by early childhood teachers is triggered by contextual factors such as workload, low salaries, large class sizes (high pupil-to-teacher ratios), school management policies and cultural expectations of teachers. Moreover, the study revealed that early childhood teachers employ various strategies, such as prayer, spiritual activities, positive thinking, peer support, relaxation and exercise, in coping with emotional Labour. Additionally, the study indicated that the support system available for the teachers includes family, friends, colleagues and training opportunities. However, management's institutional support was limited. Based on these findings, the study recommends, among others, that school management and educational authorities should establish structured emotional support systems for teachers, such as counselling services, mentorship programs and regular wellbeing check-ins. Government and school proprietors should reduce class sizes, provide adequate teaching resources, and ensure fair workload distribution to minimise emotional stress among teachers.

This study investigates the influence of home environment on the academic performance of lower basic pupils in Oredo Local Government Area, Benin City. The research objectives was to determine how various aspects of the home environment, including the availability of educational resources, family structure, and parental involvement affect pupils' learning outcomes. The study employs a descriptive survey design, utilizing a structured questionnaire administered to a sample of 100 teachers selected from nine public primary schools in the area. The instrument was validated by three lecturers in the institute of education. The data was analyzed frequency counts, simple percentage, mean and standard deviation. The findings reveal that a supportive home environment significantly enhances children's academic performance. Access to educational materials such as books, computers, and educational toys is positively correlated with better academic outcomes. The study also highlights that children from stable family structures and those receiving active parental support and involvement, such as assistance with homework and participation in school activities, perform better academically. Conversely, children from homes with many siblings, fractionalized homes, or single-parent households tend to have lower academic performance due to less individualized attention and support. The study concludes that the home environment plays a crucial role in shaping the academic success of lower basic pupils. It was therefore recommended that parents should provide educational resources at home, fostering a stable family environment, and promoting active parental involvement in their xi children's education. These findings underscore the need for collaborative efforts between teachers and parents to create conducive learning environments both at home and in school.