STRESS COPING STRATEGIES AND TEACHER PERFORMANCE IN KAMPALA HIGH SCHOOL, UGANDA

Abstract

This study examined the stress coping strategies and their effects on teacher performance in Kampala High School. The objectives of the study were to find out how individual stress coping strategies affect teacher performance, to establish the relationship between organizational stress coping strategies and teacher performance, to find out how emotional focused stress coping strategies affect teacher performance and to establish the relationship between problems focused stress coping strategies and teacher performance. The study employed a cross sectional survey design that adopted a case study design, quantitative and qualitative approaches were used to enable triangulation in the analysis Frequencies and percentages were used to summarize data tables while regression and correlation analysis were used to determine the relationship between stress coping strategies and teacher performance. The findings revealed that Individual stress coping strategies had a weak positive relationship with a correlation of 0.387 at a significance level of 0.01. Organizational stress coping strategies had a moderate positive relationship with a correlation of 0.546at a significance level of 0.01.Emotional focused stress coping strategies had a moderate positive relationship with a correlation of 0.563 at a significance level of 0.01. Problem focused stress coping strategies had a moderate positive relationship with a Correlation of 0.590 at a significance level of 0.01. The following recommendations were drown; the management should invest in sending the teachers for refresher courses involve the teachers in the planning process, encourage delegation of work and create awareness. The conclusion is that individual, organizational and problem stress coping strategies are very important in teacher performance and the alternative hypothesis that was stated was accepted, while the Null hypothesis on emotional focused stress coping strategies was rejected and the alternative hypothesis was upheld.