School Geographical Location and Its Influence on Teacher Burnout in Public Secondary Schools in Tharaka Nithi County, Kenya

Abstract

Ideally, teachers should work in stress-free environments to effectively fulfill their teaching roles. However, they often face various challenges while carrying out their responsibilities. This study examined the influences of school geographical location on teacher burnout in Tharaka Nithi County, Kenya. The study adopted a descriptive survey design and was founded on the Multidimensional Theory of Burnout and Golembiewski and Munzenrider’s models of burnout. It targeted 154 principals and 2383 teachers from 154 schools, in addition to 25 Teachers Service Commission (TSC) officers and 7 Quality Assurance and Standards Officers (QASOs) from Tharaka Nithi County. Out of these, 343 teachers and 46 principals from 46 schools, in addition to all the 25 TSC and 7 QASO officers, were sampled using two-stage cluster random sampling, purposive sampling, and simple random techniques. Data was collected using questionnaires from teachers, interview schedules from TSC and QASO officers, and data collection forms. The reliability of the questionnaires was confirmed using Cronbach’s alpha coefficient, which yielded values of 0.78 and 0.87 for school geographical location and teacher burnout, indicating good reliability at 0.7. Quantitative data from questionnaires was analyzed descriptively by using frequencies, percentages, means, and standard deviations, as well as inferentially by using Pearson correlation. For qualitative data from open-ended questions in the questionnaires, interviews, and secondary data transcripts, content analysis was employed. The study established that school geographical location had a significant influence on teacher burnout (r = 0.186, P<0.05). Based on the findings, it was concluded that school geographical location predicted teacher burnout. The study recommended building sufficient housing as well as other social amenities for teachers, even in remote areas, to make work bearable for teachers. The study's primary beneficiaries are teachers, principals, TSC officers, and QASO officers.