Teachers’ Stress Management Strategies and Organizational Performance of Public Secondary Schools in Missenyi District, Kagera, Tanzania.

Gumbo, Perice (2024) Teachers’ Stress Management Strategies and Organizational Performance of Public Secondary Schools in Missenyi District, Kagera, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

The study assessed teachers’ stress management strategies and organisational performance in public secondary school in Missenyi district, Kagera, Tanzania. It comprised of three specific objectives which were to: examine the effects of communication, examine the role of physical exercises and determine the role of mental relaxation as teachers’ stress management strategies. With the Transactional Theory, this study employed a quantitative research approach with a descriptive survey research design. Convenience and simple random sampling techniques were used to select 10 public secondary schools and 80 teachers who were subjected to questionnaires filling. Descriptive and inferential statistics were used to analyse data. Findings show that, communication (R=.877; R2=.770; Adjusted R2=.767; p < .000) and physical exercises (R=.880; R2=.775; Adjusted R2=.772; p <.000)., as teachers’ stress management strategies have a statistically positive and significant impact on organisational performance of public secondary schools; while mental relaxation stress management strategy has a moderate positive and significant effect (R=.594; R2=.353; Adjusted R2=.344; Sig<.000). It is concluded that, communication, physical exercises and mental relaxation are effective teachers’ stress management strategies. Therefore, it is recommended that, all teachers should enhance communication, physical exercises and mental relaxation strategies to manage stress at schools. Key word: Teachers, stress management strategies, organisational performance, public secondary schools

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