Relationship between Workload and Occupational Stress among Teachers in Public Primary Schools in Kasarani, Nairobi, Kenya

Abstract

The goal of this study was to determine the association between workload and occupational stress among public primary school teachers. The study's goal was to see if there was a link between workload and stress at work. The Cognitive Activation Theory of Stress provided the theoretical underpinning for this study (CATS). Questionnaires were used to collect, analyze, and interpret data in this study, which followed quantitative research technique. The study took place in Kasarani, Nairobi County, Kenya. All Kasarani public primary school teachers were the study's target group In order to pick the sample, the researcher employed a basic random sampling method. Using Nassiuma's formula, the sample size was estimated (2002). 155 teachers from six schools were studied out of 728 teachers in 25 public schools. A random sample of eight respondents was surveyed at two public primary schools in Kasarani, Nairobi County, which were not part of the study region. The correlation research design was used in this study. Frequency, percentage, mean, and standard deviation, as well as inferential analysis, were used for descriptive and co-relational analysis. There is no significant association between workload and occupational stress among public primary school teachers, according to the null hypothesis examined. The chi-square test was used to evaluate the hypothesis. The data demonstrated that a high level of occupational stress is connected with a high level of workload, with a significant connection of p = 0.001. The study concluded that primary school teachers should be relieved of their severe workload. Counsellors should collaborate with Head teachers to develop advice and counseling programs to assist teachers in reducing occupational stress. Teachers will be protected from emotional and cognitive injury as a result of this, and will be more effective in their jobs.