Role Conflict, Role Ambiquity And Burnout Among Head Teachers Of Public Primary Schools In Kakamega County, Kenya

ABSTRACT

Research has shown that role conflict and role ambiguity are associated with burnout among

head teachers of public schools and general educators. However, there is scanty literature

from previous studies examining the relationship between role Stressors and burnout among

head teachers of public primary schools in Kakamega County, Kenya. Role conflict refers to

incompatibility of expectations and demands associated with the role while Role ambiguity

refers to a lack of clear information associated with a particular role played by the head

teacher.The purpose of the study was to establish the relationship between demographic

variables, role stressors and head teacher burnout. The study objectives include: to establish

the existence of different dimensions of burnout among head teachers of public Primary

schools in Kakamega County; find out the relationship between demographic factors and

different dimensions of burnout; determine the relationship between demographic variables

and role stressors; determine the relationship between role stressors and different dimensions

of burnout; find out the relationship between role stressors and overall burnout and to

establish the mitigating strategies to burnout among head teachers. The study was based on

Role Stress Theory, Existential Theory, and the Sociological Perspective Theory. Descriptive

and Correlation research survey designs were used. Systematic random, stratified and

purposive sampling techniques were used to collect data. Instruments of data collection

included the Head teacher Demographic Information Questionnaire (HTDIQ), the Role

Questionnaire (RQ), the Maslach Burnout Inventory-Education Survey (MBI-ES), the

Burnout Intervention Strategies Questionnaire (BISQ) in eclectic form. Qualitative data from

Head teachers and Sub–County Quality Assurance and Standards Officers (SQASOs) was

collected using Interview Schedules. A pilot study was conducted to ascertain the validity and

reliability of the instruments for data collection. The reliability Coefficient(r) for the eclectic

Questionnaire was found to be above the recommended 0.07. The target population was 855

head teachers while the sample population was 261 head teachers and 11 SQASOs. The head

teachers completed the Eclectic Questionnaire and in-depth interviews conducted on head

teachers and SQASOs using the respective interview schedules. Collected data was sorted,

edited, coded, entered and tabulated. Data analysis was guided by the study objectives.

Correlation and Multiple regression analysis were conducted to examine the direction,

strength and significance of the relationships between the variables at significance level α

=.05. The Statistical Package for Social Sciences (SPSS) version 26.0 was used to analyze the

data. Data was presented in tabular and graphical form. The study findings reveal that head

teachers suffered from emotional exhaustion, depersonalization and reduced personal

accomplishment. It was also established that the relationship between demographic factors

and burnout was insignificant. However, the relationship between role stressors and burnout

was found to be statistically significant and the burnout level moderate. It was further

established that head teachers used social support as the main intervention strategy to burnout.

The findings of the study may add facts to the body of knowledge on burnout among head

teachers and be useful for further research. The recommendations made from the findings of

the study may be useful in policy formulation at the Teachers Service Commission (T.S.C)

and Ministry of Education (MoE) on intervention strategies to address the burnout menace.

It’s recommended that TSC regularly offer in-service training to H/Ts on emerging roles and

promote those who acquire higher professional qualifications.