Stress coping strategies among primary school teachers during disciplinary process: a study of Marakwet District
Abstract
The focus of this study was stress coping strategies among primary school teachers during disciplinary process in Marakwet district, their perception and those of the significant others on the disciplinary process of stress. Using the teachers reinstated after going through TSC disciplinary process, the study sought to investigate teacher' s perception of the process of stress, types of coping strategies, sources of support network during the process and factors that influence the choice of a particular coping strategy. The study covered stress coping strategies among primary school teachers in Marakwet district. It also examined the nature of stress
experienced by teachers as a result of disciplinary process.
The target population of this study was made up of public prrmary school teachers from Marakwet district who had undergone TSC disciplinary processes and were back on duty, Members of the TSC disciplinary committee, KNUT representative, and
the District education officer. The major units of analysis were the stress-coping
strategies among primary school teachers .Marakwet district. The unit of observation was the primary school teachers who had been reinstated after a TSC disciplinary process. A sample of 50 teachers from Marakwet district who had gone through the disciplinary procedures were interviewed. This represented 51.5% of the total number of teachers in the district whose cases had been concluded, and they were already reinstated. Interviewing, observation and case study approach were the three main data collection techniques applied.
The findings established that the teachers applied various strategies to cope with the disciplinary stress. The following strategies were identified from the findings: i) Seeking physical, psychological and emotional support from friends and family members; ii) confrontations as a way to release stress and negative feelings; iii) distancing their thoughts from the origins of the problems they were going through; iv) controlling their feelings from interfering with their behaviour or affecting the emotional statuses of the people surrounding them; v) Utilization of social support systems; vi) Accepting personal responsibility; vii) self denial strategies aimed at assisting them to move away from the reality of the experiences they were going through; viii) By moulding new lives out of the situations they were experiencing;
The study used both qualitative and quantitative research methods. Primary data was obtained from reinstated teachers with the help of a standardized questionnaire. The
key informants were able to provide adequate data. A total of fifty-nine respondents
were interviewed of which fifty were teachers who had gone through the TSC
disciplinary process. The findings concluded that individuals under stress consciously generate a comprehensive: set of coping alternatives, evaluate the potential consequences of each alternative, and select the strategy, which minimizes stress and maximizes their well-being. It is likely that teachers' choice of coping strategies keep changing in line with stages, reactions of the family and significant others in the community. This could be because as level and intensity of stress
Increases along with increased time constraint available to generate coping alternatives, the number of rational choices decreases and increasingly the choice will be based on prevailing circumstances, including the nature of support systems provided. The finding supports Cohen' s (1987), argument, that coping in stressful situations are not predictive, rather, the process is dynamic, depending on the environmental responses and nature of the events facing the teacher at that particular time.
The study recommended that the TSC should follow up disciplinary process with counseling sessions for teachers. The sessions may be given at the district level so as to take care of teachers' needs and address the root cause of the problem especially for offences such as chronic absenteeism- caused by alcoholism and drug addiction. All heads of schools should undergo guidance and counseling seminars to enable them counsel teachers at the very onset of errant behaviour. Head teachers
should be guided appraised continuously on leadership and school management skills
so that they can manage human resources"in schools professionally. The DEO should
do thorough investigation on cases before rushing to interdict teachers on faulty charges. This may entail equipping them with Para-legal skills. This could minimize stress as a result of unfair disciplinary measures.
The time taken to dispense disciplinary measures by the TSC should be shortened, and ways be explored to have discipline cases heard at the district level instead of
the Headquarters. This may mean strengthening the DEOS office further. There is need also for the TSC to continue being fair and just to teachers coping with disciplinary stress by allowing them and their dependants access medical allowance
to enable them obtain treatment in case of sickness. The affected teacher should be posted to a different school but within the same district. This is to enable the DEO to make follow-ups. The disciplinary process should continue to minimize and correct errant teachers in the society. The disciplinary committees should be well equipped with par-legal skill in order to judge cases appropriately as per the code of regulations and lessen appeals and complaints of lack of impartiality.
Citation
A project paper submitted in parth fulfillment for the requirements of the degree of master of arts sociology (counselling) at the university of Nairobi.Publisher
Department of sociology