Factors contributing to stress among secondary school teachers and employed coping styles: a case of Temeke municipality

The purpose of the study was to investigate the factors contributing to stress among secondary school teachers and the adopted coping styles in Temeke Municipality. Mixed method approach was employed in carrying out this study. Survey questionnaires and focus group discussions were used in generating quantitative and qualitative data. The study was conducted in four (4) government secondary schools namely Kibada, Kibasila, Mbagala and Vijibweni in Temeke Municipality. Purposive and stratified sampling techniques were used in selecting 241 respondents for the study. Quantitative data was statistically analysed using SPSS version 21 while qualitative data was thematically analysed. The findings of the study revealed that there are some of the major work-related factors that contribute to teacher stress. They included inadequate salaries, payment problems, inconsistence in promotion procedures, lack of appreciation and respect for teachers, limited resources and facilities, unmotivated students, students’ misbehaviour and changes in curriculum. These had an impact on teachers’ behaviour in the school environment. Students reported that some of the teachers were not performing their duties as required. The study also found out that teachers used emotion-focused coping styles more often than problem-focused coping techniques. Hence teachers lacked personal and social resources for coping with stress.
It is recommended that the government structures concerned with teachers’ issues take appropriate measures to ensure teachers’ rights and entitlements are provided appropriately and timely in order to reduce stress among teachers.