TEACHERS’ HUMANISTIC ROLE REGARDING STUDENTS’ EMOTIONAL DISTURBANCE

Abstract

Students suffering from emotional disturbance become prey to hyperactivity, sluggishness, learning difficulties, loneliness, negative/ low self-concept, no discussion approach, conflicts, aggression, fight, self-injuries, irresponsibility, disobedience, and too conformity or too much order. The humanistic teachers deal with emotionally disturbed individuals as respectable human beings, diagnose their problems and powers minutely, treat them accordingly, give them due attention individually, guide them properly, and develop their self-concept successfully to reach the zenith of success in practical and professional life. The present study was conducted on perceptions of Subject Specialists about teachers’ humanistic role regarding students’ emotional disturbance, and the study was completed in the Higher Secondary Schools of District Dera Ismail Khan, Khyber Pakhtunkhwa. The study was descriptive, and the required data were collected through a questionnaire. The total population of the study was 369 SS teachers, and the sample of the study was 261 SS teachers who were selected through the simple random technique for data collection. The calculated data revealed that the respondents’ perceptions were not positive about the use of the humanistic approach in emotionally disturbed students’ cases, and their perceptions did not contain a significant difference in this regard. It was concluded that the teachers had neglected the use of the humanistic approach in emotionally disturbed cases at the school level, so it was suggested to incorporate a humanistic approach in classroom teaching techniques, curriculum, and teaching-learning process to prepare emotionally disturbed students through special education for a better tomorrow.