Burnout Behaviour And Its Influence On Productivity Of Secondary School Teachers In Bungoma South Sub-County, Kenya

ABSTRACT

Burnout is persistent physical, mental or emotional exhaustion caused by long term

stress, usually as a result of excessive workplace and/or personal responsibilities. Since

burnout cannot coexist with engagement it's a serious problem for institutions like

schools that rely on teachers for good academic performance of the learners. Literatures

reviewed indicate that teachers in secondary schools burn-out in the course of their

working. However no scholarly research pertaining to burnout behavior and its

influence on productivity of teachers had been conducted in Bungoma South Sub-

County. Therefore the purpose of this study was to determine burnout behaviour and its

influence on productivity of teachers in public secondary school in Bungoma South

Sub-County and make recommendations which if implemented may enhance teachers’

wellness hence improved productivity. The specific objectives of the study were; to

establish the social, determine the psychological and assess the environmental and the

administrative influence of burnout behaviour on productivity of teachers in public

secondary school in Bungoma South Sub-County. The study adopted a survey research

design which generated both qualitative and quantitative data. The study population

comprised one Sub-County Director of Education, 41 principals and 606 teachers in

public secondary schools in Bungoma South Sub-County. Secondary schools were put

in strata (Boys schools, Girls Schools and Mixed schools). Stratified random sampling

technique was used to select 12 secondary schools based on the type of the school and

121 teachers based on gender. Purposive sampling technique was used to select one

Sub-County Director of Education and 12 principals from the sampled secondary

schools. Primary data was collected from the respondents using a questionnaire and

interview schedules while secondary data was collected using document analysis guide.

The questionnaire and interview schedule was piloted in three secondary schools

excluded in the main study to assess the reliability while content validity of the research

instrument was done through the expert advice of the supervisors and members of the

department of Educational Psychology of Masinde Muliro University of Science and

Technology. Qualitative data was received in verbatim, cleaned and presented in

themes and sub themes. Descriptive statistic such as frequency counts, percentages and

means and inferential statistics (t-Test) were used to analyse data. Results from the

study P (T