RELATIONSHIP BETWEEN TEACHERS SENSITIVITY AND BULLYING OF HARD-OF-HEARING IN-SCHOOL ADOLESCENTS IN INCLUSIVE LEARNING POSTCOVID- 19 ERA IN OWERRI

Abstract

This study investigated the relationship between teachers’ sensitivity and bullying of hard-ofhearing in-school adolescents in inclusive learning post-COVID-19 era in Owerri. Using a correlation research design of ex-post facto type, two standardized instruments were used to collect data from one hundred and fifty participants comprising of 100 teachers and 50 hardof-hearing in-school adolescent’s using cochlear implants, hearing aids and other assistive devices to help facilitate their hearing ability in inclusive learning environment in Owerri. Data collected were analysed using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance and the results revealed that teachers sensitivity correlates significantly with bullying of hard-of-hearing in-school adolescents in inclusive learning post-COVID-19 era, r (148) = 0.589, p<.05. Also, teachers’ sensitivity on orientating students on danger of bullying significantly correlate with bullying of hard-of-hearing in-school adolescents in inclusive learning post-COVID-19 era, r (148) = 0.376, p<.05. It was recommended that teacher should ensure students express friendly and positive attitudes towards each other as a measure to reduce the occurrence of incidence of bullying among them so as to make the school and its classroom environment a safe zone or learning and social co-existence.