Assessment of Burnout Syndrome Among Teachers in Selected Public Secondary Schools in Kibra Sub-County, Nairobi, Kenya

Abstract

Burnout syndrome is a debilitating condition which studies have linked to many serious physical, psychological and social challenges. Studies have shown that teachers are at higher risk for burnout syndrome. The purpose of this study was to assess burnout syndrome among teachers in selected public secondary schools in Kibra sub-county, Nairobi, Kenya. The objectives of this study were to assess burnout syndrome among teachers, to establish factors that contribute to burnout syndrome among teachers, to examine coping strategies used by teachers and to propose possible interventions and mitigations for burnout syndrome among teachers in selected public secondary schools in Kibra sub-county, Nairobi, Kenya. This study was guided by the Maslach Burnout Theory and Lazarus and Folkman’s Transactional Theory of Stress and Coping. The research employed a descriptive research design with a sample size of 151 teachers. The study utilized mixed methods where data was sequentially collected starting with quantitative data and then qualitative data. Quantitative data was collected using questionnaires which were developed from the Maslach Burnout Inventory (MBI) and Brief Cope; while qualitative data was obtained through in-depth individual interviews with the aid of an interview guide. The questionnaires were analysed using Statistical Package for Social Sciences version 26 (SPSS) while the qualitative data was analysed thematically. The study draws clear and significant conclusions about the prevalence and contributing factors of burnout. The study found that 43.6% of teachers experienced moderate to high levels of emotional exhaustion, 85.1% experienced moderate to high levels of depersonalization and 71.3% experienced low personal accomplishment. The study concluded that addressing burnout among teachers requires a comprehensive approach and the involvement of school management boards so as to review and reduce excessive workloads, ensure timely and adequate compensation and foster a supportive work environment. It was recommended that teachers prioritize self-care and seek progressive personal development so as to increase levels of personal accomplishment.