Influence of Stress on Work Performance Among Secondary School Teachers in Kiambaa Sub-County, Kiambu County, Kenya

Abstract

Stress is a major concern in the workplace, and it can have a significant impact on employee performance. Teachers are particularly susceptible to stress because of the demanding feature of their engagement. This study investigated the influence of stress on work performance in secondary school teachers in Kiambaa Sub County, Kiambu County. The research objectives were to explore the influence of workload-related stress, school management-related stress, and stress-induced exhaustion on work performance. This study was guided by two theoretical frameworks, the personenvironment (PE) Fit Model of Stress and the Job Demand-Resources (JDR) Theory. The study used a descriptive survey as the research design. The target population was 208 secondary school teachers in all 12 schools in Kiambaa Sub-County. A sample of 138 teachers was selected using stratified random sampling techniques. Stratification was done based on the type of school (public or private) and the level of teaching experience (less than five years or five years and above). The study used a selfadministered questionnaire as the primary data collection instrument. Interviews were employed to get more insight as well as to generate secondary data. The instrument was pretested and validated before administering it to the sample through a pilot study in 4 schools. For instrument reliability Cronbach alpha of 0.82 was determined. Obtained data was analyzed using descriptive and inferential statistics. Descriptive and inferential statistics used included weighted means, standard deviation, relative frequencies and percentages. The reliability of the tools used in this study entail the implementation of a test-retest method. The content validity used expert judgmental method where the questionnaires were given out to the principals who had critical examination and provided comments and feedback to the researcher. The data was analyzed with the use of Scientific Package for Social Sciences (SPSS) version 24.0 to generate correlation and regression variables. Descriptive analysis and presentation by the researcher from which a summary was made in tables, graphs and pie charts for interpretation and inference. The findings revealed weak correlations between workload stress, poor school management-related stress, stress-induced exhaustion, and job performance. Teachers generally rated their job performance favorably but expressed concerns about stress impacts. The study recommends workload management programs, communication improvements, stress management workshops, and policy reforms to support teacher well-being and enhance performance