Teacher Self-Care as a Moderator of the Relationship Between Counselling Interventions and Work‑Related Stress Among Public Senior School Teachers in Nakuru East Sub‑County, Kenya

DENNIS K. KEITH; James Kay; Diana M. Mutuku Munyao

doi:10.51317/jgc.v5i1.1014

Authors

DENNIS K. KEITH Kabarak university, Kenya https://orcid.org/0009-0009-1239-2818
James Kay Kabarak University, Kenya https://orcid.org/0000-0002-8496-6173
Diana M. Mutuku Munyao Kirinyaga University, Kenya https://orcid.org/0000-0002-3187-6473

Keywords:

Counselling interventions, Kenya, public senior schools, teacher self care, work related stress

Abstract

The purpose of this article is to investigate the moderating effect of teacher self-care on the relationship between counselling intervention and work-related stress among teachers in the public senior secondary schools of Nakuru East Sub-County, Kenya. The study was anchored on Social Support Theory and utilised a quantitative cross-sectional survey design. A proportionate stratified simple random sampling technique was adopted to select teachers from 19 public senior schools, with proportional representation across the schools. The minimum sample size of 254 was determined using Yamane’s [1967] formula at a 95 per cent confidence level and 5 per cent margin of error, of which 178 teachers returned completed questionnaires (response rate = 70.08%). Counselling interventions were the independent variable, teacher self-care was the moderator, and work-related stress (assessed by the Copenhagen Burnout Inventory [CBI]) was the dependent variable. Descriptive statistics, Spearman correlation, and moderated multiple regression analysis with heteroscedasticity-robust standard errors (HC3) were used to analyse the data. Results showed that the interaction between individual counselling and self-care was statistically significant (β = –0.240, p = .042), whereas those for group counselling and psychoeducation were not. The findings show that schools should pair individual counselling with structured self-care promotion rather than treating the two as interchangeable; to counselling research by clarifying that self-care operates as a conditional enhancer; and to teacher well-being in Kenya.

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Author Biographies

James Kay, Kabarak University, Kenya

Department of Education

Diana M. Mutuku Munyao, Kirinyaga University, Kenya

Department of Education

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