Student Discipline and its Influence on Occupational Stress among Secondary School Teachers in Kenya

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Published: 2021-10-27

Page: 144-160

Lucy Kemunto *

Department of Psychology and Educational Foundations, Jaramogi Oginga Odinga University of Science and Technology, Kenya.

Judith Owaa *

Department of Psychology and Educational Foundations, Jaramogi Oginga Odinga University of Science and Technology, Kenya.

Pamella Raburu

Department of Psychology and Educational Foundations, Jaramogi Oginga Odinga University of Science and Technology, Kenya.

*Author to whom correspondence should be addressed.


Occupational stress is a universal phenomenon that manifests itself among workers as a result of pressures originating from within or outside the work place. Globally, teaching has been ranked the second most stressful job after ambulance driving and incidences of teachers experiencing occupational stress have been reported in Borabu SubCounty. Given that education plays an important role in shaping society, the pivotal roles played by teachers globally and in Borabu SubCounty cannot be over stated. Some studies on teachers’ occupational stress have concentrated on factors causing or contributing to stress or effects of occupational stress on performance among teachers but have not investigated the influence of student discipline on occupational stress among secondary school teachers. The present study investigated the Influence of Student Discipline on Occupational Stress among Teachers in Public Secondary Schools in Borabu-Sub County of Nyamira County. The study was anchored on Person Environment Fit Theory of Caplan. The researcher has discussed introduction, literature review, methodology, conclusion and given recommendations.

Keywords: Student, discipline, occupation, stress, secondary schools, teachers

How to Cite

Kemunto, L., Owaa, J., & Raburu, P. (2021). Student Discipline and its Influence on Occupational Stress among Secondary School Teachers in Kenya. Asian Research Journal of Current Science, 3(1), 144–160. Retrieved from


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