Abstract
<p style="text-align:justify">This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.</p>
Highlights
Over the years, job demands of school heads have been changing to meet societal needs, but factors related to their health and satisfaction to ensure continuous provision of quality education delivery had not received due research recognition (Dadaczynski & Paulus, 2015; Wallace Foundation, 2013).School heads, like teachers, have a valuable place in the success of any educational setup (Tindowen, 2019)
This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction
This study examined the interrelationship among practices, job stress and job satisfaction and the impact of personal and school factors on the levels of performing practices, job stress and job satisfaction
Summary
Job demands of school heads (both heads and deputies) have been changing to meet societal needs, but factors related to their health and satisfaction to ensure continuous provision of quality education delivery had not received due research recognition (Dadaczynski & Paulus, 2015; Wallace Foundation, 2013).School heads, like teachers, have a valuable place in the success of any educational setup (Tindowen, 2019). Job demands of school heads (both heads and deputies) have been changing to meet societal needs, but factors related to their health and satisfaction to ensure continuous provision of quality education delivery had not received due research recognition (Dadaczynski & Paulus, 2015; Wallace Foundation, 2013). School heads ensure and enhance the provision of quality teaching and learning (Huber, 2016; Konan, 2016) resulting in students’ improved learning outcomes and teachers’ strengthening the professional community (Wahlstrom et al, 2010). School heads drive the vision of schools They shape the vision of academic success for all students; promote high standards; create a conducive and hospitable climate for academic exercise to progress orderly and safely, resulting in the development of a cooperative spirit among teachers for fruitful interaction (Wallace Foundation, 2013). The government introduced a "double-track” system (shift system) and recruited nonprofessional teachers to augment the number of professional teachers whose workload had increased
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