Assessment of the Factors Contributing to Burnout Syndrome among Public Primary School Teachers in Kilimani Zone, Westlands Sub-County, Nairobi County, Kenya

Abstract

The purpose of this study was to assess the factors that contribute to burnout syndrome among primary school teachers in Kilimani Zone, Westlands Sub-County in Nairobi County, Kenya. The study objectives were to assess the prevalence of burnout syndrome among primary school teachers, identify the factors that contribute to burnout among the teachers, establish the relationship between burnout syndrome and sociodemographic factors in primary school teachers, and investigate the coping strategies teachers use to avoid burnout syndrome. The target population was 387 teachers in Kilimani Zone, while the sample comprised 196 teachers. The study applied a correlational research design. The Maslach Burnout Inventory (MBI) was used to assess the prevalence of burnout syndrome among teachers. Data was analysed using the Statistical Package for Social Sciences (SPSS®), version 26. The results showed that teachers in Kilimani Zone were experiencing high levels of burnout syndrome, higher than the worldwide average, with 52% experiencing high levels of burnout syndrome and 48% moderate levels. Among the sociodemographic factors under consideration, having children (p<0.001), length of teaching experience (p<0.001), and student discipline (p=0.019) were found to significantly contribute to burnout syndrome. Increased workload (p=0.011), teaching beyond school hours (p=0.042), and carrying schoolwork home (p=0.001) were established as the main contributors to burnout syndrome. The study found that to cope with professional demands and avoid developing burnout syndrome, the teachers engage in self-care activities and with the students outside schoolwork in activities such as sports and counselling. The study recommends the recruiting of sufficient teachers to lessen the workload, sensitizing teachers to burnout syndrome and its symptoms, and providing counselling services to support the teachers who develop burnout.