SCHOOL TYPE INFLUENCE ON THE LEVELS OF STRESS AMONG THE SECONDARY SCHOOL ADMINISTRATORS IN NAKURU COUNTY, KENYA

Samuel Kamunge, Mbuthia Ngunjiri, Barasa Enos

Abstract


The stress level among the secondary school administrators is relatively associated with the amount of work in different type of schools. Different type of schools receives different student with varied abilities hence the level of expectation by the education stakeholders vary from type of school to the other. This expectation is all focused on the school administrators who are expected to achieve both physical structure of the school and the academic achievement in relation to the ability of the students they receive. This study was interested in examining the influence of type of the school on the level of stress among the secondary school administrators in Nakuru County, Kenya. The study used analysis of variance ANOVA to test on the difference in the mean stress score among the secondary school administrators. The study used a descriptive research design. The target population was 1200 respondents who consisted of 400 secondary school principals, 400 deputy principals, and 400 senior teachers. A sample of 588 respondents was selected using purposive and proportionate stratified random sampling. The sample consisted of 196 principals, 196 deputy principals and 196 senior teachers. The study used questionnaires to collect the data, and focus group discussion was used to access the levels of stress among the School principals. The study found that the type of school significantly influenced the level of stress among the secondary school administrators since the p-value = 0.000, which was less than 0.05 significant level. The study further found that the secondary school administrators in Nakuru County in Kenya, have been applying different mitigation strategies to cope with stress. The study recommends that Ministry of Education, Teachers Service Commission and the School's Board of Management should keenly monitor class size and stress management programs in secondary schools to reduce stress among secondary school administrators.

Article visualizations:

Hit counter


Keywords


employee assistance program, free primary education, teacher management information system, psychological interventions, performance contract

Full Text:

PDF

References


Forlin, C. (2001). Inclusion: identifying potential stressors for regular class teachers. Educational Research. 43(3), 235 – 245.

Igharo, K. O. (2013). Stress: effects on school leadership and its management. International Researcher, 2 (1), 104-115

Kayastha, D. P. & Kayastha, R. (2012). A study of occupational stress on job satisfaction among teachers with particular reference to corporate, higher secondary school of Nepal: Empirical study, NEPAL.

Oriwa, A. T. (2010). Beneficiary’s involvement in constituency development fund financed projects, a case of Nyando constituency, Kenya. (unpublished Master Thesis) University of Nairobi, Kenya

Ovicki, J. A. (2012). The place of teacher in national development in Nigeria. European Journal of Humanities and Social Science,21(7),50-63

Republic of Kenya (2016). The Kenya institute of curriculum development Act No. 4 of 2013. Nairobi: Government Printer.

Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say? International Education Studies, 8, 181–192.

UNDP (2008). Fiscal Decentralization and Poverty Reduction. Washington DC: Author.

UNESCO and UNICEF (2013). Making Education a priority in the post-2015 development agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda.




DOI: http://dx.doi.org/10.46827/ejes.v7i12.3404

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Samuel Kamunge, Mbuthia Ngunjiri, Barasa Enos

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).