The Relationship between Occupational Stress and Job Satisfaction among Administrators in International Schools, Nairobi City County, Kenya

Stanley Khaemba Kasembeli; Simran Pawar

doi:10.37284/eajes.8.3.3535

Stanley Khaemba Kasembeli University of Nairobi
Simran Pawar University States International University - Africa

DOI: https://doi.org/10.37284/eajes.8.3.3535

Keywords: Occupational Stress, Job Satisfaction, International Schools, School Administrators, Perceived Stress Scale (PSS), Teachers’ Job Satisfaction Scale (TJSS

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Abstract

Occupational stress is a global concern, particularly among educational administrators. This study examined the levels of stress, levels of satisfaction, and the relationship between occupational stress and job satisfaction among administrators in international schools in Nairobi City County, Kenya. Guided by Herzberg's two-factor theory and Lazarus' cognitive theory of stress, a correlational research design was employed. The study population comprised 33 international schools affiliated with the Kenya Association of International Schools (KAIS). Data were collected via questionnaires from 126 school administrators (30 principals, 30 heads of prep schools, 33 heads of kindergarten, and 33 deputy principals) and 9 quality assurance personnel (8 SCQASOs and 1 KAIS Quality Assurance Manager). Descriptive statistics (percentages, means, standard deviations) and inferential statistics (correlation and chi-square analysis) were used to analyse the data. Results indicated that 78.4% of respondents experienced moderate to high levels of occupational stress, while 21.6% reported low stress levels. More than half of the respondents acknowledged the significance of relationships with co-workers, students, and parents. A significant relationship between occupational stress and job satisfaction was found {χ²(2) = 18.435, p < 0.001}. The study recommends further research into additional factors influencing job satisfaction and the impact of occupational stress on workforce productivity in diverse educational settings

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