Effects of Short-Term Employment Contracts on Teachers ' Mental Health in Private Secondary Schools in Kasarani Sub-County, Nairobi County, Kenya

Abstract

This study examined the effects of short-term employment contracts on teachers' mental health in private secondary schools within Kasarani Sub-County, Nairobi County. Its objectives included determining the prevalence of chronic stress, assessing anxiety levels, exploring the relationship between depression, anxiety, chronic stress, and contract duration, and investigating the coping strategies the teachers used. The study was guided by the Transactional Model of Stress and Coping, Maslow’s Hierarchy of Needs, and the Self-Determination Theory. A descriptive survey design was employed, targeting teachers under contractual agreements, with data collected through the Depression Anxiety & Stress Scale (DASS-21), the General Health Questionnaire-28 (GHQ-28), and the Brief COPE inventory. Quantitative data were analysed using descriptive statistics, correlation, and regression methods, while qualitative insights were obtained from open-ended responses. The study targeted 110 teachers, and 90 of them responded successfully to the questionnaire making an 81.8% response rate. Results showed that nearly half of the respondents (46.7%) experienced moderate to extremely severe stress, marked by agitation, nervous energy, and difficulty relaxing. Anxiety was especially prevalent, with 46.7% reporting extremely severe anxiety and 17.8% severe anxiety, accompanied by cognitive worries and physical symptoms such as trembling, palpitations, and panic. Approximately 33% to 47% of the respondents engaged frequently in maladaptive coping strategies, behaviours that research identified as associated with higher levels of psychological distress and depressive symptoms. Correlation and regression analyses indicated that contract length (3–6 months or 6–12 months) was not a significant predictor of stress, anxiety, or depression, although these psychological factors were strongly interconnected, creating a mutually reinforcing cycle. The coping strategies identified included both adaptive and maladaptive methods: prayer and meditation, seeking advice, acceptance, and problem-solving were common, whereas avoidance, substance use, denial, and self-blame were also moderately observed. The study concludes that while contract duration does not directly cause mental health issues, the ongoing insecurity associated with short-term contracts acts as a psychosocial hazard, promoting chronic stress and severe anxiety among teachers. Recommendations advocate for strengthening institutional support through wellness programs, counselling services, and equitable workload distribution; implementing policy reforms to regulate contract practices and guarantee basic welfare protections; and expanding research to include longitudinal, comparative, and qualitative studies. Overall, the findings highlight the urgent need for institutional and policy interventions to protect teachers’ psychological well-being and improve education quality in private secondary schools.