Emotion Regulation Ability and Resilience as Correlates of Teachers’ Job Burnout and Satisfaction in Public Secondary Schools in Kajiado County, Kenya
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Date
2024-11
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Publisher
Kenyatta University
Abstract
Research has indicated high prevalence of job burnout and discontentment among the teaching personnel in Kenyan secondary schools, which is associated with low morale, low commitment and mass exodus of teachers. The situation merits fair attention, as unchecked burnout and low satisfaction has adverse effects on teachers, students, parents, teachers’ well-being, the teaching career itself and the country’s education system at large. The extant literature shows the importance of personal resources like resilience and emotional regulation ability on teachers’ well-being in regard to both burnout and job satisfaction. However, there is a dearth of research focusing on this area in Kenyan context. While studies in Kajiado County have reported on burnout and low job satisfaction among secondary school teachers, few have focused on resilience and emotional regulation ability as the potential predictors. Hence, this research purported to establish the predictive role of teacher emotional regulation ability and teacher resilience on teachers’ job burnout and job satisfaction among secondary school teachers in Kajiado County in Kenya. The job demands-resources model formed the theoretical ground for this investigation. The target population constituted all the 720 secondary school teachers in 70 public secondary schools in Kajiado County. Two hundred and ninety-eight teachers (298) were randomly selected as a sample and the research design was correlational. Pilot testing of the instruments was done using 40 teachers from one public school that was exempted from the study sample. The Maslach Burnout Inventory- Educators’ Survey, Job Satisfaction Survey, Brief Resilience Scale and Cognitive Emotional Regulation Scale was adapted to collect data. The collected data was coded for statistical analysis using SPSS version 20. Descriptive and inferential statistics were used to analyze data. Descriptive statistics were displayed in tables and figures. Inferential statistics, that is, Pearson’s coefficient, and regression analysis were utilized to test hypotheses and an Alpha of 0.05 was set for all hypotheses. The results showed that emotional regulation ability and job burnout of teachers were negatively and significantly associated (r (285) = -0.2, P = 0.01). In addition, emotional regulation ability indicated a positive and significant correlation (r (285) = 0.18, P = 0.003) with job satisfaction of teachers. The study also demonstrated a negative and significant correlation between teacher resilience and job burnout of teachers (r (285) = -0.31, P = 0.00). Unexpectedly, the results showed a negative and non significant correlation between teacher resilience and job satisfaction (r (285) = - 0.08, P = 0.17). In conclusion, the study suggests that enhancing emotional regulation ability could help reduce job burnout and increase job satisfaction among secondary school teachers. Similarly, improving teacher resilience could lead to reduced burnout among teachers. This study also recommend that guidance and counseling programs for teachers should focus on developing personal resources like emotional regulation ability and resilience to mitigate job burnout and enhance job satisfaction.
Description
A Research Project Submitted in Partial Fulfilment of the Requirement for Award of the Masters of Education Degree in Guidance and Counselling in the School of Education and Lifelong Learning of Kenyatta University, November 2024.
Supervisor
Samuel Mutweleli