The Relationship Between Coping Style and School Adjustment Amongst Secondary School Students in Kisumu East Subcounty, Kenya

The objectives of the study were to: establish gender differences in coping style; to establish differences amongst high and low achievers in their use of coping style and to determine the relationship between coping style and school adjustment. The study was guided, by Lazarus and Folkman’s Transactional theory, and Utretcht Work Engagement theory by Schaufeli and Bakker A descriptive survey research design was adopted for the study. The study population consisted of 4500 students. A sample size of 450 was selected using Stratified random sampling technique. Questionnaires and document analysis guide were used for data collection. Reliability was computed using Cronbach’s alpha and the results were as follows:- 0.6 for coping style 0.8 for school engagement and 0.7 for satisfaction with school. Content validity was ascertained in literature by the author. Data was analyzed using descriptive statistics as well as inferential statistics. It was found that there were no gender differences in coping style used. Low achievers reported more use of problem focused coping style. There were significant positive correlations between problem focused coping style and absorption as well as engagement. There were significant negative correlations between emotion focused coping and school adjustment among high achievers. The study may be useful to teachers, counselors, administrators and parents who will be able to assist students use appropriate coping styles

Influence of Selected Work Related Variables on Occupational Stress Among Teachers in Kenya

Occupational stress is a universal phenomenon that manifests itself among workers as a result of pressures originating from within or outside the work place. Work stress has had negative effects on performance and service delivery among workers and can therefore be expensive for organizations as it adversely affects organizational performance and productivity. Globally, teaching has been ranked the second most stressful job after ambulance driving and incidences of teachers experiencing occupational stress have been reported in Borabu Sub County. Given the important role education plays in shaping society, the pivotal roles played by teachers globally and in Borabu SubCounty cannot be over stated. Majority of teachers confess that they would opt for an alternative profession given an opportunity, a situation witnessed by a substantive number of teachers who get newly employed or are always ready to transfer to other professions. Some studies on teachers’ occupational stress have concentrated on factors causing or contributing to stress or effects of occupational stress on performance among teachers but have not investigated the influence of selected work related variables on occupational stress among secondary school teachers. The purpose of the present study was to investigate the Influence of Selected Work RelatedVariables on Occupational Stress among Teachers in Public Secondary Schools in Borabu-Sub County of Nyamira County. The main objective of the study was to determine the influence of role overload on occupational stress among public secondary school teachers. The study was anchored on Person Environment Fit Theory of Caplan. The study employed convergent parallel research design within mixed method approach. The population of the study comprised 212 public high school teachers, 21 Principals, and 3 Education Officers. Saturated sampling was used to obtain a sample size of 212 teachers, 21 Principals and 3 Education Officers of Borabu Sub County, Nyamira County, Kenya. Occupational stress questionnaire was used to collect quantitative data from teachers while qualitative data was collected using interviews to Principals and Education Officers. Descriptive statistics and correlational analysis were used to analyze quantitative data while qualitative data was analyzed using thematic framework. Validity of the instruments was ensured by seeking expert judgement from university psychology lecturers. Reliability of the instruments was determined using internal consistency with an index of 0.70 reported. The study results revealed that high school teachers of Borabu Sub County have a significant amount of role overload at r=0.647. The study established that co and extracurricular activities plummeted the teachers work. The study recommended that teachers, school Principals, Teacher Counselors, other Education stake holders and policy makers need to apply adjustment interventions for occupational stress reduction among educators. Keywords: Influence, Occupational, Stress,  work DOI: 10.7176/JEP/12-30-07 Publication date:October 31st 202

Can Learning Agility Predict Students’ Academic Burnout During Distance Learning

Various new academic challenges faced by students during the distance learning period lead to vulnerability in academic burnout. This condition requires them to become agile learners to be able to face various challenges in new learning situations. This study aims to determine the role of learning agility on students’ academic burnout during distance learning. The online survey provided quantitative data from 210 students taking distance learning. The Learning Agility Scale and the Maslach Burnout Inventory-Student Survey (MBI-SS) were used to measure student learning agility and academic burnout, respectively. The results show that learning agility is a significant predictor of academic burnout, so the higher the learning agility, the lower the level of academic burnout. Furthermore, the difference in the length of study did not affect learning agility role on students’ academic burnout. The implication and limitation of this study are discussed in this article

BURNOUT ESCOLAR EM ALUNOS DO ENSINO MÉDIO E MÉDIO: UMA REVISÃO SISTEMÁTICA

This review study is prompted by an assumption that secondary and high school pupils are more sensitive to school burnout. The objective of this paper is to evaluate burnout studies to determine the concept of school burnout as well as the elements that impact it. This review incorporates three years of studies on the link between school burnout and secondary and high school student performance as well as recognized cognitive and emotional factors that account for this association. Previous reviews have found moderate correlations between these variables; however, few have discussed the mediating and moderating factors that influence this connection. Systematic searches of psychiatric, educational, and pertinent internet sources were done in December 2022 for research studying school burnout and performance in secondary and high school demographics released between 2019 and 2022. Thirty-eight papers were eligible. The findings from the review of these studies revealed that school burnout was modestly connected to performance. In addition, several mediating and moderating variables, such as emotional tiredness, academic pressure, and family participation, were discovered. However, due to the lack of longitudinal studies analyzed, additional research into how these variables interact over time is required to prove causality and discover the dynamic connection between school burnout, performance, and the motivational and cognitive factors that influence it.Este estudo de revisão parte do pressuposto de que os alunos do ensino secundário e secundário são mais sensíveis ao esgotamento escolar. O objetivo deste artigo é avaliar estudos de burnout para determinar o conceito de burnout escolar, bem como os elementos que o impactam. Esta revisão incorpora três anos de estudos sobre a ligação entre o esgotamento escolar e o desempenho dos alunos do ensino secundário e secundário, bem como factores cognitivos e emocionais reconhecidos que explicam esta associação. Revisões anteriores encontraram correlações moderadas entre estas variáveis; entretanto, poucos discutiram os fatores mediadores e moderadores que influenciam essa conexão. Pesquisas sistemáticas em fontes psiquiátricas, educacionais e pertinentes da Internet foram feitas em dezembro de 2022 para pesquisas que estudavam o esgotamento escolar e o desempenho na demografia do ensino médio e secundário, divulgadas entre 2019 e 2022. Trinta e oito artigos foram elegíveis. As conclusões da revisão destes estudos revelaram que o esgotamento escolar estava modestamente ligado ao desempenho. Além disso, foram descobertas diversas variáveis mediadoras e moderadoras, como cansaço emocional, pressão acadêmica e participação familiar. No entanto, devido à falta de estudos longitudinais analisados, são necessárias pesquisas adicionais sobre como essas variáveis interagem ao longo do tempo para comprovar a causalidade e descobrir a conexão dinâmica entre o esgotamento escolar, o desempenho e os fatores motivacionais e cognitivos que o influenciam

School organizational factors as predictors of student achievement: Principals’ perspective

This study aimed to deepen our understanding of how school organization factors can be used to predict students’ academic performance. In particular, factors examined were leadership skills, nature of students, parental involvement and the school environment. Using stratified and simple random sampling, a total of 152 principals were selected for the study. A survey questionnaire was used to collect data whose variance and regression was analyzed using ANOVA. The findings consolidate the importance of leadership skills, nature of students, learning environment and parents in predicting students learning success. All the four aspects of school organization contributed differently to predicting students’ academic performance with the Principals' Leadership Skills having the highest impact while parental involvement made the least contribution. Findings of this study are important to educational administrators to ensure a supportive learning environment for the students. In addition education authorities both at national and local levels should enhance field inspections to rate the learning atmosphere. The study also serves to contribute to the body of knowledge on school organizational factors in addition to triggering the need for more research in this domain

Assessment of Principals’ Leadership Styles on Student Discipline in Public Secondary Schools in Nakuru County, Kenya

Student discipline in learning institutions has received high attention, not only in Kenya but all over the world. Indiscipline among students results into undesired outcomes such as destruction of school property, poor academic achievement among others. Education stakeholders have formulated policies and strategies to prevent and stop student indiscipline, but these efforts have not yielded fruits. This study assessed the effect of principals’ leadership styles on student discipline in public secondary schools in Nakuru County. More specifically, the study assessed the effect of Transformational Leadership Style, Transactional Leadership Style, Democratic Leadership Style and Autocratic Leadership Style on student discipline in public secondary schools in Nakuru County. The study adopted descriptive research design with a target population of 12,091 respondents. Stratified sampling, simple random sampling, and purposive sampling techniques were used to select a sample of 119 respondents to inform the study. This study obtained quantitative data from closed-ended questionnaires. The study data was analyzed using Statistical Package for Social Sciences (SPSS) version 22. The study found out that that there is significant relationship between principals’ transformational style of leadership (r=0.868, p<0.05), principals’ transactional style of leadership (r=0.602, p<0.05), principals’ democratic style of leadership (r=0.782, p<0.05), principals’ autocratic style of leadership (r=-0.467, p<0.05) and students’ discipline in public secondary schools in Nakuru County. A multiple linear regression model; Y = 0.436 + 0.845 X1+ 0.304X2 + 0.678X3 - 0.586X4 + 0.13472, Where; Y= Student Discipline, X1 = Transformational Leadership Style, X2 = Transactional Leadership Style, X3 = Democratic Leadership Style and X4 = Autocratic Leadership Style with a R2 value of 0.731 and F-statistic of F (4, 105) = 38.992, p < 0.05 was obtained. This study concluded that Transformational Principal Leadership Style, Transactional Principal Leadership Style, Democratic Principal Leadership Style and Autocratic Principal Leadership Style affect student discipline in secondary schools in Nakuru County. This study recommended secondary school principals to use transformational leadership style complemented by transactional and democratic leadership styles. The study also recommended Teachers Service Commission to monitor leadership styles used by secondary school principals. Keywords: Transformational Leadership, Transactional Leadership, Democratic Leadership, Autocratic Leadership, Students’ Disciplin

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND BURNOUT AMONG EFL UNIVERSITY STUDENTS: A CASE STUDY

The present study seeks to explore the relationship between Algerian EFL students’ emotional intelligence (EI) and their burnout status. To determine the levels of these variables and reach the purpose of the study, two self-report scales are employed with a sample of 57 EFL third-year students at Ecole Normale Supérieure of Bouzareah (ENSB), in Algiers. The first scale is the Brief Emotional Intelligence Scale (BEIS-10), used to measure the students’ EI level, while the second one is the Maslach Burnout Inventory–Student Survey (MBI-SS), used to measure their burnout level. Surprisingly, the findings reveal no significant relationship between the EI level of EFL students and their burnout level since the Pearson’s Correlation demonstrates that r= .024, which suggests that EI is not a factor that affects burnout. The results also show that 60% of the students have a high level of EI, and 40% have a high level of burnout

Variables Affecting Student Motivation Based on Academic Publications

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers’ classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey. Keywords: Motivation, classroom management, teaching method, publications   

Work-related stress and performance among primary school teachers

Stress influences teachers’ performance and school effectiveness alike. The main objective of this study is to describe work-related stress and its eventual relationship with job performance of teachers working in primary schools of Boven Digoel district, Indonesia. To attain this objective, a survey study was employed by utilizing two survey questionnaires. Research data derived from a total of 352 primary school teachers who were incidentally established as samples. Data were statistically analyzed using Pearson’s correlation analysis. Result of data analysis shows a significant negative correlation between the work-related stress and job performance of teachers working in the primary schools of Boven Digoel district

THE EFFECTS OF PARENTING STYLES ON ACADEMIC ACHIEVEMENT AND SCHOOL ADJUSTMENT AMONG HIGH SCHOOL STUDENTS IN NAGALAND, INDIA: THE MEDIATING EFFECTS OF ATTACHMENT DIMENSIONS, ACADEMIC SELF-EFFICACY AND EMOTIONAL REGULATION

The present study attempted to examine the mediating effects of adolescent attachment, emotional regulation and academic self-efficacy between parenting styles, academic achievement, and school adjustment among high school students in Nagaland, India. Furthermore, it investigated whether the structure of direct and indirect structural relationships hypothesized varies as a function of their parents’ genders. The participants of this study were high school students from Nagaland, India. The questionnaire consisted of the following scales: Parenting Authority Scale, Adolescent Attachment Questionnaire, Academic Self-efficacy Scale, Difficulties in Emotion Regulation Scale, College Adjustment Test and GPA. In order to meet the study's objectives, three studies were designed and conducted via SEM and AMOS with the purpose to investigate the direct and indirect effects of parenting styles on academic achievement and school adjustment among high school students in Nagaland, India: the mediating effects of attachment dimensions, academic self-efficacy, and emotional regulation. The results revealed that authoritarian parenting style had direct correlation with academic achievement and that authoritarian and permissive parenting styles had indirectly effect on school adjustment mediated by adolescent attachment and emotional regulation. The pattern of structural relationships hypothesized for the proposed model parenting styles the result found it operate differently for fathers and mothers. There were neither direct nor indirect correlation between the predictor and the outcome in the case of the fathers parenting style in this sample group. But in the case of the mother, authoritarian parenting style had direct significant correlation with academic achievement and significant correlation between school adjustment and lack of angry distress, goal-corrected partnership, and emotional regulation. The study's limitations, implications, and future avenues were also discussed