Prevalence Of Occupational Stress Among Secondary School Teachers
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Prevalence Of Occupational Stress Among Secondary School Teachers
Abstract
School principals play a crucial role in the academic performance of students in secondary schools, often facing significant professional and societal pressures as a result.
This pressure can lead to stress, which studies from countries such as the USA, Britain, Norway, India, Nigeria, and Kenya have shown to have a dual impact:
while moderate stress can enhance students’ performance in public examinations, excessive stress can have the opposite effect. In the Rachuonyo North and Homa Bay Sub-counties, Kenya, the mean scores for schools led by female principals from 2010 to 2014 were 3.77 and 4.20, respectively, compared to 5.05 and 5.67 for schools led by male principals during the same period.
These figures are lower than the mean scores of 4.67 for female principals and 5.20 for male principals in the Rachuonyo South Sub-county during the same timeframe, indicating that schools headed by female principals underperformed compared to those led by their male counterparts.
Previous studies have linked principal stress to student performance. The aim of this study was to identify factors influencing stress among female principals in public secondary schools in Rachuonyo North and Homa Bay Sub-counties, Kenya.
The study found that female principals in these areas experienced moderate levels of stress, with a mean (M) score of 3.37 and a standard deviation (SD) of 1.290 on a 5-point scale. Stress factors accounted for 52.9% of the overall stress levels among these female principals.
The factors that most significantly influenced their stress levels included the working environment (M = 3.67, SD = 1.287), the pursuit of excellence (M = 3.65, SD = 1.033), conflicting demands from stakeholders (M = 3.68, SD = 1.156), lack of time for both teaching and administrative tasks (M = 3.373, SD = 1.122), workload (M = 3.54, SD = 1.260), uncertainty in job expectations (M = 3.97, SD = 1.166), undisciplined teachers (M = 3.58, SD = 1.357), and staff shortages (M = 3.78, SD = 1.357).
Introduction
The government of Kenya is deeply invested in the global objective of achieving education for all. Academic performance among students has become a significant concern for education stakeholders, prompting the government to develop and implement policies aimed at enhancing student outcomes. One critical factor that has been identified as influencing academic performance is stress.
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