Demographic Differences in Sources of Marital Conflicts Among Public Secondary School Teachers in Rivers State, Nigeria—Implications for Counselling

Telphy-Moses Loveth Nkem; Woji .O.  Vashni; Robert .C.  Nkechinyere

doi:10.5281/

Authors

Telphy-Moses Loveth Nkem Department of Educational Psychology, Guidance and Counselling, Ignatius Ajuru University of Education, Rumuolumeni, Port-Harcourt, River State, Nigeria Author
Woji .O. Vashni Department of Educational Psychology, Guidance and Counselling, Ignatius Ajuru University of Education, Rumuolumeni, Port-Harcourt, River State, Nigeria Author
Robert .C. Nkechinyere Department of Psychology, Dennis Osadebay University, Asaba, Delta state, Nigeria Author

DOI:

https://doi.org/10.5281/

Keywords:

Marital conflict, Teachers, Communication, Behavioural problems, Work–family balance, Counselling

Abstract

Marital conflict is a pervasive challenge that can negatively affect personal wellbeing, family stability, and professional effectiveness, particularly among teachers who experience high occupational demands. This study examined demographic differences in sources of marital conflict among public senior secondary school teachers in Rivers State, Nigeria. Specifically, it investigated whether school type, gender, and school location influence the extent to which lack of communication, behavioural problems, and insufficient time with spouse serve as sources of marital conflict. The study adopted a survey research design, sampling 366 teachers through a multi-stage technique, with 342 valid responses analyzed. Data were collected using a self-constructed instrument, the Teachers’ Sources of Marital Conflict and Management Strategies Scale (TSMCMSS), and analyzed using independent samples t-test, and ANOVA to test the three hypotheses in the study. Findings revealed no significant demographic differences in any of the sources of marital conflict examined. It was concluded that communication breakdown, behavioural issues, and limited spousal time are universal stressors affecting teachers’ marital relationships. The study highlights the need for counselling interventions focusing on communication skills, stress management, behavioural adjustment, and work–family balance. It recommends that counsellors collaborate with school administrators to provide structured marital support programmes to enhance teachers’ marital satisfaction, promote family wellbeing, and improve professional productivity.

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