Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432

Message from the Editor

Prof.Dr. M. Engin DENİZ (Editor in Chief) — 2025-06-29

I am very pleased to publish first issue in 2025. As an editor of Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): Albenia, Ethiopia, Lebanon, Morocco, Nigeria, North Cyprus, North Macedonia, and Türkiye.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The complete issue

The Complete Issue: volume 14 issue 1 2025 — 2025-06-29

The Complete Issue: volume 14 issue 1 2025

MENTAL HEALTH CHALLENGES OF INCLUSIVE TEACHERS IN SOUTH LEBANON DURING COVID-19: FACTORS AND COPING STRATEGIES

Faten Hussein FARDOUN — 2025-06-29

In Lebanon, the COVID-19 pandemic compelled schools to swiftly adopt emergency remote or hybrid learning models, which presented distinctive challenges for teachers in general and for inclusive teachers teaching students with special educational needs and disabilities (SEND) in mainstream classrooms in particular. These challenges led to increased workload and decreased mental health for inclusive teachers. This study aims to explore the factors contributing to the mental health challenges of inclusive teachers in private schools in South Lebanon following the reopening of schools for the 2021-2022 school year during the pandemic. It also seeks to describe the coping strategies these teachers employed to manage their mental health challenges. The study adopted a phenomenological research design. Data were obtained through semi-structured interviews conducted with a convenience sample of 6 inclusive teachers. Findings revealed that the factors influencing teachers’ mental health were categorized into internal and external factors and fell under the themes: professionalism, the impact of COVID-19 on inclusive education, the education system, and support. Teachers’ coping mechanisms were grouped into themes of personal coping strategies and support systems and categorized into emotion-focused and problem-focused mechanisms.

Keywords: Mental health, inclusive teacher, COVID-19, private schools, Lebanon.

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PARENTING STYLES AND SELF-ESTEEM AS PREDICTORS OF SUBSTANCE ABUSE AMONG IN-SCHOOL ADOLESCENTS

Esohe G. EHONDOR — 2025-06-29

There has an increasing database indicating that substance use and abuse among in-school adolescents in Nigeria is on the increase. Studies investigating psychological factors predicting substance abuse gave varying results. Therefore, this study examined parenting styles and self-esteem as predictors of substance abuse among in-school adolescents in Ido, Nigeria. Cross-sectional survey design was used while data were collected using validated scales from 306 in-school adolescents from five randomly selected secondary schools. Data collected were analyzed using t-test of independent sample and multiple regressions to test three hypotheses. The result revealed that parenting styles and self-esteem jointly predicted substance abuse among study participants. The implication of this study is that there is high prevalence of substance abuse among in-school adolescents which need to be addressed immediately.

Keywords: Parenting styles, self-esteem, substance abuse, in-school adolescents.

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THE ENVIRONMENTAL ACCESSIBILITY TO INCLUSIVE EDUCATION PRACTICE FOR PERSON WITH PHYSICAL DISABILITY

Gach Deng PAL — 2025-06-29

This study examines Dalkoch Primary School's environmental accessibility to inclusive practices for students with physical disabilities. Its goal is to evaluate the physical surroundings of the school in order to pinpoint any obstacles to inclusion. To comprehend accessibility potential and limitations, a mixed-methods design is used, includes a case study approach. Purposive and random samplings are used to choose participants, who include teachers, school administrators, and students with physical disabilities, in order to reflect a range of viewpoints. Surveys, semi-structured interviews, focus groups, and in-person observations of the school's facilities and classrooms are all used in the data collection process. Accessibility levels are assessed using statistical analysis of survey quantitative data, and major obstacles and enablers are identified through theme coding of qualitative data. Strengths and places for growth are identified by the findings, which include a lack of suitable infrastructure, a lack of inclusive practice training for teachers, and a need for a better understanding of the unique requirements of each student. Enhancing environmental accessibility through universal design principles, stronger support systems, and enhanced teacher training is what study suggests. Subsequent investigations ought to examine how these enhancements affect student performance and accessibility best practices in comparable learning environments.

Keywords: Environmental, accessibility, inclusive education practice, student, physical disability.

REFERENCES

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GENDER AND SCHOOL TYPE AS PREDICTORS OF SOCIAL SKILLS DEVELOPMENT OF LEARNERS WITH INTELLECTUAL DISABILITY IN IBADAN

Oyeyemi Omolayo OLADIMEJI — 2025-06-29

This study explored gender and school type as predictors of social skills development of learners with Intellectual Disability (ID). Researches on Influence of Gender and School type on specific social skills development of learners with ID have been scarce in literature. Data on gender and school type as they influence the social skill development of learners with ID were collected using validated instruments. Forty (40) pupils with ID that scored below the border line of IQ score in Slosson Intelligent Screening test and have deficits in social skills development were purposively selected in four schools within Ibadan. Two pubic and two special schools to be specific. Two research questions were raised and answered. The instrument used were Slosson Intelligent Test (r=0.73) and Pupils Social Development Checklist (r=0.80). Data were analyzed using independent t-test at 0.05 level of significance. There is a significant difference between the social skills development of male and female pupils (Crit-t = 1.96, Cal.t = -1.975, DF = 38, p (0.45) <.05 level of significance). Female pupils ( =46.04) had a better social skills development compared to their male counterparts ( =43.94). There is also a significant difference between the social skills development of pupils from public and private schools (Crit-t = 1.96, Cal.t = 2.172, DF = 38, p (0.036) <.05 level of significance. Pupils from private school ( =48.95) had better social skills development compared to their counterparts from public school ( =41.15). Female pupils ( =46.04) had a better social skills development compared to their male counterparts ( =43.94). Conclusions and recommendation were made accordingly.

Keywords: Gender, school type, social skill development, learners with intellectual disability.

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THE ROLE OF MEANING IN LIFE AND HOPE IN PREDICTING PSYCHOLOGICAL WELL-BEING AFTER TRAUMATIC LIFE EXPERIENCES

Osman GÖNÜLTAŞ — 2025-06-29

In the current study, the extent to which meaning in life and hope predict the psychological well-being levels of earthquake victims was investigated. The relational survey model was used to investigate the relationships. The study group is comprised of 244 individuals over the age of 18 who have experienced the February 6, Kahramanmaraş-based earthquake. Participants were selected using the convenience sampling method. The participants were reached through Google Forms application. The “Psychological Well-Being Scale”, “Meaning in Life Scale” and “Dispositional Hope Scale” were employed in data collection. A multiple linear regression analysis was conducted to examine the predictive power of meaning in life and hope on psychological well-being. Findings showed that meaning in life and hope significantly predicted the psychological well-being of the participants. Meaning in life and hope together explained 65.10% of the variance in participants’ psychological well-being scores. Thus, higher levels of meaning in life and hope are correlated with improved psychological well-being. The results obtained were discussed within the framework of the relevant literature and recommendations were made for researchers and practitioners

Keywords: Trauma, psychological well-being, meaning in life, hope.

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THE ROLE OF THE LEADER IN THE ADAPTATION OF NOVICE TEACHERS IN THE TEACHING PROCESS IN PRIMARY SCHOOLS

Ermira KAJTAZI — 2025-06-29

The research "The role of the leader in the adaptation of novice teachers in the teaching process in primary schools" is a study with a mixed approach. The purpose of this research is to highlight the adaptation of teachers in the teaching process in the first years of work, to identify the challenges they have and the most common form of support from the leader in order to adapt more easily. The research is mixed, we are dealing with quantitative and qualitative data. Qualitative data were collected through interviews with principals, while quantitative data through a questionnaire with teachers. The population of this research includes all novice teachers of primary school in the Municipality of Vushtrri. Statistical data on the number of schools and teachers were borrowed from the Municipal Directorate of Education in Vushtrri. From the schools with novice teachers, 12 schools were selected with a non-random sample, more specifically with the quota sampling based on the largest number of novice teachers hired. From them 12 leaders and 30 teachers were elected. The data were analyzed through the SPSS statistical package, mainly descriptive analyzes (frequency, percentage, average and standard deviation) and inferential analysis (t-test) and for qualitative analysis thematic analysis was performed. The results of this research show the challenges and activities that the principal undertakes to support novice teachers to overcome the challenges, which are mainly related to time and classroom management, parent meetings and pedagogical planning. From the results obtained we can say that there is little principal support for novice teachers. Novice teachers after two years of work experience feel more relaxed, more confident and have more confidence in their professionalism.

Keywords: Leader, teacher adaptation, novice teacher, support, challenge.

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EXAMINING THE RELATIONSHIP BETWEEN INTERNET ADDICTION AND AGGRESSIVE BEHAVIORS IN INDIVIDUALS WITH SPECIAL NEEDS (PARENTAL ASSESSMENT)

Alperen DAĞTEKİN — 2025-06-29

The aim of this research is to examine the relationship between internet addiction and aggressive behaviors among individuals with special needs attending special education in the Turkish Republic of Northern Cyprus (TRNC) and to determine whether this relationship varies according to various variables. A correlational survey model was employed in the study. The parents (either mother or father) of 239 individuals with special needs who were enrolled in special education schools and institutions during the 2022-2023 academic year participated in the research. With the necessary permissions obtained from the institutions, the parents who voluntarily agreed to participate were administered a “Socio-Demographic Information Form”, “Parent-Child Internet Addiction Scale” and “Aggression Scale for Children Parent Form”. Statistical Package for Social Sciences (SPSS) 26.0 software was used for the statistical analysis of the collected research data. Results of the study showed that internet addiction levels of individuals with special needs were low based on the total scores of the Parent-Child Internet Addiction Scale, but the Difficulty in Control subscale of the scale was found to be high. The total scores of the Aggression Scale for Children Parent Form were found to be average, while the scores of the Verbal Aggression subscale of the scale were high. Significant correlations were found between the Parent-Child Internet Addiction Scale and the Aggression Scale for Children Parent Form and its subscales. It was also found that the Withdrawal subscale scores of the Parent-Child Internet Addiction Scale predicted the scores of the Aggression Scale for Children Parent Form. The results of the study are considered significant for professionals in the field of special education, as well as for families and researchers. It is believed that this research could provide guidance for future studies in the field.

Keywords: Internet addiction, aggressive behavior, individuals with special needs.

REFERENCES

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EVALUATING THE IMPACT OF EMOTIONAL INTELLIGENCE TRAINING ON TEACHER EFFECTIVENESS: A PRE-POST COMPARATIVE STUDY

Dorentina MURTURI — 2025-06-29

The current study evaluated the impact of a structured Emotional Intelligence (EI) training program on teachers’ emotional competencies and teachers’ effectiveness. Using a pretest-posttest design, 100 teachers who were purposefully selected, completed the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Teacher Sense of Efficacy Scale (TSES) before and after participating in the McPheat Emotional Intelligence Training Manual (2010). Results from paired sample t-test showed significant improvement in overall EI (pretest: M=126.85, SD=14.42; posttest: M=139.63, SD=12.85; t₍₉₉₎=13.77, p<.001, Cohen’s d =1.28) and teacher efficacy (pretest: M=7.12, SD=.74; posttest: M=8.75, SD=.65; t₍₉₉₎=9.85, p<.001, Cohen’s d=.98), with large effect sizes. The analyses from EI dimensions reveled significant improvements in all emotional competencies, particularly in Emotional Awareness, Emotional Control, and Emotional Regulation (Cohen’s d >1.09). The results also showed large improvements across instructional strategies, classroom management, and student engagement which were subscales of the TSES. These results were supported also by qualitative interviews administered with a subsample of 20 teachers. Post-training data reveled enhancement on emotional self‑regulation, empathy, conflict management, resilience, and classroom climate. The teachers mentioned a redefined self-concept regarding their work that included emotional intelligence as critical aspect to effective teaching. Taken together, these results confirm that structured EI training significantly enhances both the emotional and instructional competencies of teachers, suggesting important implications for teacher professional development programs.

Keywords: Emotional intelligence, teacher effectiveness, emotional competencies, emotional education, teacher training.

REFERENCES

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AN INVESTIGATION OF THE RELATIONSHIP BETWEEN 36-72 MONTHLY CHILDREN’S SCREEN TIME AND THEIR BEHAVIORAL PROBLEMS AND EMOTION REGULATION SKILLS: A CASE STUDY IN TURKEY

Hande GÜNGÖR — 2025-06-29

The amount of time young children spend in front of screens is on the rise and the relationship between the children’s screen time and their social/emotional development is becoming a widely discussed issue. This research sought to determine the relationship between passive and active screen time of children in early childhood and their social competence, behavioral problems and emotion regulation skills. The sample of the study consisted of 36-72 month-old 504 children living in a city in Turkey. The results revealed that the active and passive screen time of children was positively associated with behavioral problems, and negatively associated with their social competence and emotion regulation skills. The study also indicated that children's screen time exceeded the time recommended by the American Academy of Pediatrics (APA). The results also unveil that boys spend more time on screens than girls. The study will be beneficial to child caregivers in ever increasing screen-integrated lifestyles.

Keywords: Preschool children, passive screen time, active screen time, social competence, emotion regulation.

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UNRAVELLING THE NEXUS: EXTRACURRICULAR INVOLVEMENT, ENGAGEMENT FREQUENCY, AND CGPA AMONG AL AKHAWAYN UNIVERSITY STUDENTS

Rachid DAOUDI — 2025-06-29

This study investigated the link between extracurricular involvement, engagement frequency, and academic performance in 4,092 undergraduates at Al Akhawayn University. Utilizing SPSS 28, a variety of statistical techniques, including the Kruskal-Wallis test, quantile regression, and two-way ANOVA, were employed. Meaningful differences in CGPA based on club types were found, with Educational and Cultural clubs linked to higher CGPAs. Gender disparities in participation and leadership were also noted, highlighting the need for promoting equity in academia.

Keywords: Extracurricular involvement, engagement frequency, academic performance, gender disparity, gender-smart initiatives.

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