Prevalence of Occupational Stress and Associated Factors among Teachers in Selected Secondary Schools in Uasin Gishu County, Kenya

Abstract

Background: High school teachers in national and extra-county schools face heavy workloads, administrative pressure, student discipline challenges, inadequate resources, and limited institutional support, which may contribute to occupational stress and reduced well-being. Uasin Gishu County has several national and extra-county high schools that face staff and resource constraints. Evidence from the Teachers Service Commission (TSC) indicates that one in every four teachers seeking outpatient medical care exhibited a mental health disorder, demonstrating the considerable burden of work-related psychological health problems among teachers in Kenya. Objectives: To determine the prevalence of occupational stress, assess factors associated with occupational stress among teachers, and explore mitigation strategies for stress. Methodology: The study used a mixed-methods cross-sectional design with a target sample of 253 teachers. The teachers were proportionately allocated across 12 schools and selected using consecutive sampling. Data were collected using structured questionnaires and interview guides. Quantitative data were analysed using means, standard deviations, frequencies, percentages, and chi-square tests, with results presented in tables and figures. Qualitative data were analysed using content analysis by coding responses and grouping recurring ideas into themes and categories aligned with the research questions. Results: The study found a balanced gender distribution, with 48.2% male and 51.8% female respondents, while 62.5% were aged 35 years or below. Most respondents held undergraduate degrees (58.0%) and had 6–10 years of experience (40.2%). Overall, 71.4% reported moderate (38.8%) or high (32.6%) stress. The highest-rated stressors were heavy workload (M = 4.22), emotional demands (M = 4.18), and work-life imbalance (M = 4.17). Gender (p = 0.003) and work experience (p = 0.020) were significantly associated with stress, whereas age, education, school type, and residence were not significant (p > 0.05). Qualitative findings identified unclear CBE implementation roadmaps and inadequate training as important stressors. Conclusion: Teachers experienced considerable occupational stress associated with both demographic characteristics and workplace conditions. Heavy workload was strongly perceived as a stressor, while time constraints, emotional labour, policy changes, and resource shortages showed significant associations with occupational stress. Recommendation: Schools and education institutions should strengthen mental health initiatives, including awareness and education, stress-management support, resilience training, and organisational measures that reduce avoidable work-related pressures.