Levels of Stress among Secondary School Teachers and its Implication on Students ’ Academic Performance in Kenya : A Case Study of Kakamega North Sub County Olive

Content Provider	Semantic Scholar
Author	Baraza, Taabu Gogo, Julius O.
Copyright Year	2016
Abstract	Stress is part and parcel of living. The fact that one is living implies that he is experiencing some amount of stress. This means that stress affects performance. It is on this basis that models have been developed to measure levels of stress among employees. This study sought to investigate the levels of stress among public secondary school teachers and its implication on students’ academic performance in Kakamega North Sub-county, Kenya. This study employed the descriptive survey research method which aimed at establishing the levels of stress among teachers who use longitudinal approach in teaching. The study population consisted of 45 principals, 133 teachers and 1 Teachers Service Commission County Director from 45 public secondary schools that used longitudinal approach to teaching. Fisher’s formula (Mugenda & Mugenda, 2003) was used to determine the sample size of teachers. Holmes and Rahe’s model was adapted and used in data collection, besides interviews. Descriptive statistics in form of frequency counts, percentages and mean were used in data analysis. The study established that 6.06% of the teachers recorded low levels of stress, 37.37% recorded moderate levels of stress and 56.57% recorded high levels of stress. These results implied that students’ performance in the sub-county may be low because only 37.37% recorded moderate stress levels that are associated with better performance. Low and high stress levels are bound to lead to low productivity. The study recommended that school managers and administrators should device techniques of creating and maintaining optimal stress levels among teachers for purposes of improving and maintaining students’ academic performance.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://gjournals.org/GJER/Publication/2016/April/PDF/032816069%20Baraza%20et%20al.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article