Prevalence of occupational stress and associated factors among teachers in selected secondary schools in Uasin Gishu County, Kenya

Abstract

Background: Teachers often encounter a variety of challenges in their profession, such as excessive workloads, demanding administrative responsibilities, disruptive student behavior, insufficient teaching materials, and limited access to support systems. These challenges can result in high levels of work-related stress, which, if left unmanaged, may adversely affect teachers’ psychological health, job satisfaction, and general well-being. The issue of occupational stress is particularly significant among secondary school teachers in Uasin Gishu County, Kenya. The primary sources of this stress include overwhelming responsibilities, bureaucratic pressures, difficulties with student discipline, lack of adequate teaching resources, and insufficient institutional support. Objectives: To determine the prevalence of occupational stress, assess factors associated with occupational stress among teachers, and explore mitigation strategies for stress. Methodology: This research utilized a mixed-methods cross-sectional design. The target population consisted of 537 secondary school teachers, from which a sample of 253 participants was drawn. A multistage sampling approach was implemented, beginning with the purposive selection of six sub-counties within Uasin Gishu County. From each sub-county, two schools were selected. Participants were then proportionally allocated across the 12 selected schools, followed by the use of consequtive sampling to identify the 253 teachers who took part in the study. Data collection involved the use of structured questionnaires for the teachers and interview guides for the school principals. Both quantitative and qualitative techniques were applied in the analysis of the collected data. Quantitative data were analyzed using descriptive statistics such as means, standard deviations, frequencies, and percentages. Chi-square tests were conducted to explore associations between variables, and findings were presented through tables and figures. For the qualitative data, thematic analysis was employed, with emerging themes identified and organized into categories aligned with the study’s research questions. Results: Summary statistics from a sample of 224 respondents revealed a balanced gender representation (48.2% male, 51.8% female) and a predominantly young workforce, with 62.5% of participants aged 35 years or younger. Most respondents held undergraduate degrees (58.0%) and possessed 6–10 years of professional experience (40.2%). The findings revealed a high prevalence of occupational stress, with 71.4% of teachers reporting moderate (38.8%) to high (32.6%) stress levels. Key stressors identified included heavy workloads (Mean= 4.22), emotional demands (mean= 4.18), and work-life imbalance (mean= 4.17). Disaggregated data analysis indicated a statistically significant association between gender and stress (p = 0.003), with female teachers reporting higher levels of moderate stress compared to males. Work experience also showed a significant correlation (p = 0.020), with mid-career teachers (6–10 years) being the most affected. Conversely, age, education level, school type, and residence did not show significant associations (p > 0.05). Qualitative themes highlighted a lack of clear implementation roadmaps and inadequate training as primary CBE-related stressors. Conclusions: Educators experience significant stress stemming from numerous job-related issues such as excessive workloads, difficulties in managing students, and pressure from administrative responsibilities. The findings indicate that both personal characteristics and professional conditions contribute to occupational stress among teachers. Additionally, the study found that teachers employ a range of individual and organizational approaches to cope with and reduce work-related stress. Recommendations: To address the high prevalence of occupational stress among teachers, it is recommended that schools and educational institutions implement comprehensive mental health programs such as Mental Health Awareness and Education Programs, and Stress Management and Resilience Training, to support teachers.