American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2017, 5(9), 996-1003
DOI: 10.12691/education-5-9-12
Open AccessArticle

Effect of Emotion Focused Coping Techniques of Stress Management on Secondary School Student Leadership in Kenya

Mudis Pamela Akinyi1, , Peter Odera2 and John Yambo3

1Department of Educational Psychology, Kisii University, Kenya

2Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kenya

3Department of Educational Administration, Planning and Economics, Kisii University, Kenya

Pub. Date: October 14, 2017

Cite this paper:
Mudis Pamela Akinyi, Peter Odera and John Yambo. Effect of Emotion Focused Coping Techniques of Stress Management on Secondary School Student Leadership in Kenya. American Journal of Educational Research. 2017; 5(9):996-1003. doi: 10.12691/education-5-9-12

Abstract

There are many factors in student leadership which predispose student leaders to high levels of stress. This include; students discipline, communication, enforcing school rules, decision making and balancing leadership and academic roles. The increase in student leaders stress is alarming thus the need to focus on stress management techniques that they employ. This study assessed the effect of emotion focused coping techniques of stress management and secondary school student leadership in, Kenya. The study hypotheses stated that` there was no significant effect of emotion focused coping techniques and secondary school student leadership. Emotion focused coping technique is a personal effort to deal with negative feelings caused by a stressful event and may include venting, rumination, emotional support and religion. Student leadership refers to the roles that student leaders participate in within the school setting which involve, communication, Students discipline, coordination decision making, Planning, and monitoring of student’s activities. The Cognitive Appraisal theory was applied in the study. The research designs used were descriptive and correlational in nature. The target population was 4143 respondents out of which were 3825 student leaders, 159 head teachers and 159 deputy head teachers within 159 secondary schools in Kenya. Stratified random sampling technique and saturated sampling technique were used to select 1275 student leaders, 53 deputy head teachers and 53 head teachers as respondents for the study. Data was harvested using questionnaires and interview schedules. Pearson r correlation, percentages and frequency counts was used in data analysis. Study results indicate that there was weak positive correlation between emotion focused coping techniques and student leadership [r = .197, n=1126, p<.05. The study also revealed the existence of a weak effect of emotion focused coping technique on student leadership. In the current study, it was recommended that student leaders require training in stress management techniques, emotional awareness and leadership training.

Keywords:
emotion focused coping techniques stress management techniques student leadership

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Agaba, D. (2015). Student Leadership: A thin Line between Excellence, Failure. The New Times Rwandas’Leading English Daily.15th August 2015.
 
[2]  American College Health Association. (2012). American College Health Association National College Health Assessment Spring 2012 reference group executive summary. Retrieved from http://www.achancha.org/docs/ACHANCHAII_UNDERGRAD_ReferenceGroup_ExecutiveSummary_Spring2012.pdf.
 
[3]  American Psychological Association. (APA, 2015). Stress Management and How to Strengthen Your Social Network Support.
 
[4]  American Psychological Association. (APA, 2012). Annual stress in America survey 2012.
 
[5]  Amy, S & Heath, N. (2016). Teen Stress in Our Schools. Canadian Education Association Journal, 56(4), 47-59.
 
[6]  Ali, A.A., Dada, I.T., Isiaka, G.A. & Salmon, S.A. (2014). Types, causes and Management of indiscipline acts among secondary school students in Shomolu local government area of Lagos State. Journal of studies in Social Sciences. 8(2). 254-287.
 
[7]  Arekenya, L. (2012). School Prefects, Tomorrows’ Leaders. Lagos downloaded from http://vanguadngr.com. On 31/5/2012.
 
[8]  Aselton, P. (2012). Sources of stress and coping in American college students who have been diagnosed with depression. Journal of Child and Adolescent Psychiatric Nursing, 25(3). 119-123.
 
[9]  Borchard, T. (2016). Spirituality and Prayer Relieve Stress. Psyche Central. Retrieved on June 30, 2016, from http://psychcentral.com/blog/archives/2010//03/21/spirituality-prayer-relieve -stress/.
 
[10]  Bollens, P.A., Reeves, P.R., Replogle, W.H., & Koenig, H.G. (2012). The Effect of Prayer on Depression and Anxiety: Maintenance of Positive Influence One Year After Prayer Intervention. The International Journal of Psychiatry in Medicine, 43(1), 85-98.
 
[11]  Boyd, L. (2012). 5 Myths About Student Discipline. Educational Leadership, October, 2012.
 
[12]  Bundo, J. (2012, February, 4th). Student Participation in School Administration, Nairobi: The Standard Limited. Retrieved from http://www.standardmedia.co.ke on 10/3/2015.
 
[13]  Chao, R.C. L (2012). Managing Perceived Stress Among College students: The Role of Social Support and Dysfunctional Coping. Journal of College Counseling, 2012, 15, 5-21.
 
[14]  Contrada, R. J., & Baum, A. (2012). The handbook of stress science, biology, psychology, and health. New York, NY: Springer.
 
[15]  Godia, G. (2012). Elimu News, A Newsletter of the Ministry of Education, Nairobi UNESCO Publishers, 25-28
 
[16]  Grohl, J.M. (2016).Religion and Health. Psych Central.Com.
 
[17]  Indumili, K. (2012). Effective Students Council. A Toolkit for Students Council Leadership, Nairobi: Track Academic Solutions ISBN 978996-6155078.
 
[18]  Jayson, S. (2014). Teens feeling stressed and many not managing it well, USA TODAY EST February 11, 2014.
 
[19]  Ji, H.L. &Seo, M. (2016). Profiles of Coping Strategies in Resilient Adolescents. Sage Journals 14th November 2016, Department of Education, Korea University, Korea.
 
[20]  Kumar, S. (2016) To Study the Stress among Adolescent. The International Journal of Indian Psychology, 3(4), 54-61.
 
[21]  Leonard, R. A, Gwadz, M.V. & Cleland. (2015). Top High School Students Stress and Coping Mechanisms. New York University College of Nursing, New York, USA.
 
[22]  Lian, S. Y&Tam, C.L. (2014). Work Stress, Coping Strategies and Resilience. A study among Working Females. Asian Social Science Journal, 10(12)118-127.
 
[23]  Lovelace, L.M.K. (2012). The Effect of Coping Strategies on Burden among Caregivers. Louisiana State University.
 
[24]  Momanyi, B. (2016). How Students Planned and Executed Burning of Dormitories. The Daily Nation, 3rd July, 2016. pp 10-11.
 
[25]  Maina, M.N., & Njoroge, T. (2015). Effects of Stress Management Strategies in Enhancement of Students Discipline in Secondary Schools in Elbergon Division, Molo Sub County, Nakuru County, Kenya,4(4) 438-447.
 
[26]  McLeod, S.A. (2015).Stress Management. Retrieved from www.simplypsychology.org/stress-management.html.
 
[27]  Mgomezulu, V. Y, Wamba, N & Shawa, L.B. (2013). Training of Learner Leaders in Secondary Schools in Botswana. African Journal of Teacher Education. 3(1) 97-105.
 
[28]  Mukiri, H. (2014). Role of Prefects in enhancing discipline among students in Public Secondary Schools in Embu West district, Embu County. Unpublished M. ED theses, University of Nairobi.
 
[29]  Ndungu.E.W. & Kwasira, J. (2015). Contemporary Roles of Elected Student Council on Management of Public Secondary Schools in Nakuru East Sub County, Kenya. International Journal of Innovative Research and Development, 4 (4), 227-234.
 
[30]  Nekzada, N. &Teketse, S.L. (2013). Stress causes and Its Management at the Work Place.A qualitative Study on the causes of Stress and Management Mechanism at Volvo Trucks, Umea. Umea University.
 
[31]  Odiwuor, M. (2016). Dorms of 20 Nyanza Schools Razed in Past Six Months. The Standard Newspaper, Monday June 27th 2016.
 
[32]  Student Government Association. (2012). Election Rules and Procedures. Student Government Association, Resources of Tennessee University.
 
[33]  Sharmila, S. (2016). Emotion and Problem Focused Coping Strategies: A Comparative Study of Male and Female Engineering Students in Chennai City. International Journal of Advance Research in Computer Science and Management Studies, 4(8) 72-80.
 
[34]  Sincero, M. (2012). How does Stress Affect Performance? RetrievedDecember19th, 2014. from Explorable.com: https://explorable.com/how-does-stress-affect-performance.
 
[35]  Taylor, S.E. (2012). Health Psychology, 8th edition, New York: McGraw Hill, 2012.
 
[36]  United Nations International Children’s Education Fund (UNICEF, 2012). Student Leadership Programme: How Far Are We? Reflections from student leaders on the implementation of student councils in secondary schools in Kenya.
 
[37]  Zhang, Z. (2013). Stress, Coping and Depression in Adolescents: A Longitudinal Study of Adolescent Health. University of Nebraska.