The Relationship Between an Adapted Journal Technique and Coping With Workplace Stress Among Teachers in Regis School, Nairobi County

Abstract

The purpose of the study was to establish the relationship between an adapted journal technique and coping with workplace stress among teachers in Regis School, Nairobi County. The design was a cross-sectional baseline survey. The target population for this study were teachers in Regis School, Runda Nairobi. The total number of respondents were 72 teachers, and a Census method was utilized to select the sample size. This is a method of statistical enumeration where all the entire group of members (72) of the population are required to participate in the study. Census was used because the number was well manageable within the constraints of the study and because the method provided a true measure of the population and also had the highest degree of accuracy. A questionnaire was used to collect primary data. Both Teacher Stress Inventory and the socio demographic questionnaires were utilized in the study. The data for the study was analyzed quantitatively. The quantitative data collected was keyed in and analyzed with the aid of SPSS to generate mean, and standard deviation which was presented using tables, frequencies, and percentages. Four-way chi square was used to show the strength of the relationship between brief motivational intervention for coping with stress. From the findings on efficacy of brief motivational intervention- Journaling technique for coping with stress among teachers, the study found that often the respondents are They are kept informed of significant events at my school, they are assigned school-related responsibilities without adequate materials and resources to carry them out, their institutional head solicits their feedback on making decisions affecting them, and they are given far too much obligation without the permission to perform it out. The survey also discovered that attempting to be sensitive to the concerns and needs of colleague faculty members may be highly stressful. From the correlation results the study found that the P value was 0.722, Sig 0.000<0.05. This was an indication that a significant positive association between journaling technique for coping with stress among teachers actually exists. Thus, the null hypothesis that adapted journaling technique is not significant in coping with stress among teachers in Regis School was rejected and the alternative hypothesis that adapted journaling technique is significant in coping with stress among teachers in Regis School was accepted. The study also concluded that there was statistically significant relationship between adapted journaling technique for coping with stress among teachers (χ = 1.681, p = 0.034 which is less than 0.05). Therefore, it can be argued that adapted journaling technique influences decisions on coping with stress among teachers. The research recommended psychological counselors should be urged to use the adapted journaling technique as an evidence-based intervention for stress management. Schools are urged to use the journaling Technique as among the therapies to help instructors who are stressed. The government and institutions dealing with coping with stress among teachers are challenged to implement structural and policy measures intended not just at preserving discipline among instructors but also at reducing the psychological and social load on teachers.