Author: Madeha Liaqat
Supervisor: Nazia Bashir
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present study was aimed to examine the relationship of level of frustration tolerance (LFT), resilience and psychological well-being among special school teachers. It was hypothesized that 1) there is a relationship between level of frustration, resilience and psychological well-being; 2) LFT would likely to be the predictor of psychological well-being; 3) there would be a difference between teachers working in different setups of special schools on psychological wellbeing. A sample of 100 teachers was taken from four different special schools of disabilities i.e. slow learners, intellectual disability, hearing disability and visual disability. For this purpose Low Frustration Tolerance Scale (LFTS) developed by Mubashr and Bashir (2013), Strait-Trait Resilience Inventory (STRI) developed by Hiew (2002) and translated in Urdu by Kausar and Jabeen (2009) and Ryff’s Scale of Psychological Well-being developed by Ryff (1989) and translated in Urdu by Jabreen and Khalid (2012) were used. Descriptive analysis revealed that most of the teachers were married and they were satisfied with their job and as well as their life. Pearson Product Moment Correlation analysis revealed that there is a relationship between level of frustration tolerance, resilience and psychological well-being among the special school teachers. Frustration tolerance is a predictor of psychological well-being. In the end one way ANOVA revealed significant difference between teachers working in different setups of special schools. This study will help the clinicians to develop some counseling programs for the special school teachers to increase their well-being and resilience.
Keywords: Level of Frustration Tolerance, Resilience, Psychological Well-being.
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