Teacher's Mastery Experiences on Coping with Stress at Work Place among the Public Secondary School Teachers in Mathare Sub- County, Nairobi, County, Kenya.
- 1. Department of Counseling Psychology
- 2. he Catholic University of Eastern Africa, Nairobi, Kenya
Description
This study assessed Teachers’ Mastery Experiences on Coping with stress at Work Place among the Public Secondary School Teachers in Mathare Sub- County.The study adopted a mixed method approach; a convergent parallel design was employed to enable the researcher investigate the relationship between teachers’ mastery experiences on working with stress at workplace among the public secondary school teachers in Mathare Sub-County, Nairobi County, Kenya. A census sampling technique was adopted to selectEighty-six respondents. Questionnaires were distributed to the respondents to collect quantitative data while interview guide was used to collect qualitative data. The Statistical Package for Social Sciences (SPSS) version 20 was used to run descriptive and inferential statistics on the data. To present the data, frequency distribution tables were employed. The study's results showsmoderate and positive relationship between mastery experiences and proactive coping methods (r=.451; p<0.05). Similarly, the correlation between mastery experiences and reflective coping was moderately positive, (r=.411; p<0.05).There was a positive weak relationship between mastery experiences and preventive coping methods, (r=.239; p<0.05).The correlation between mastery experiences and instrumental coping was also a weak positive correlation, (r=.294; p<0.05). Mastery experiences and emotional support also presented a weak positive relationship (r=.258; p<0.05). This demonstrated that teachers' mastery experience had a favorable impact on stress management. The study recommended the entrenchment of coping skills into teachers’ professional development programs to empower them with techniques to manage stress at workplace.The results of this study are expected to equip teachers in Mathare Sub-County with different ways of coping with stress at work place, help teachers address their experience that will be useful to educational community as a whole for it would lead to the reduction of job dissatisfaction and costly turn over
Files
4146663147.pdf
Files
(616.2 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:b6a403066ee8d286c92568760e25d146
|
616.2 kB | Preview Download |
Additional details
References
- Badu, E., O'Brien, A. P., Mitchell, R., Rubin, M., James, C., McNeil, K., & Giles, M.(2020). Workplace stress and resilience in the Australian nursing workforce: A comprehensive integrative review. International journal of mental health nursing,29(1), 5-34.
- Carney, M. B., Brendefur, J. L., Thiede, K., Hughes, G., & Sutton, J. (2016). Statewide mathematics professional development: Teacher knowledge, self-efficacy, and beliefs. Educational Policy, 30(4), 539–572. doi:10.1177/0895904814550075.
- Cresswell, J. C. (2017). Quality assurance. In P. Lietz, J. C. Cresswell, K. F. Rust, & R. J. Adams (Eds.), Implementation of large-scale education assessments. 193–204.Chichester, UK:Wiley.
- Creswell, J. W., & Plano Clark, V.L. (2018).Designing and Conducting Mixed Methods Research (3rd ed.). Sage Publications
- Greenglass, E. R., Schwarzer, R., &Taubert, S. (1999). The Proactive Coping Inventory (PCI): A multidimensional research instrument. http://www.psych.yorku.ca/greenglass/
- Imonje, R. K., &Wandera, S. N. (2019). Influence of Teaching Experience on Pupils' Performance at Kenya Certificate of Primary Examination in English subject in Kenya
- Kabito, G. G., &Wami, S. D. (2020).Perceived Work-related Stress and its Associated Factorsamong Public Secondary School Teachers in Gondar city:a cross-sectional study from Ethiopia. BMC research notes,13(1), 1-7
- Lassila, E. T., Uitto, M., &Estola, E. (2018). You're damned if you do and damned if you don't: The tension-filled relationships between Japanese beginning and senior teachers. Pedagogy, Culture & Society, 26, 417-433.