All Issues
Current Issue

.Reprint (PDF) (500 KB)

Search Pubmed for articles by:

JA Aomo
PO Ogolla

Search Google Scholar for articles by:

JA Aomo
PO Ogolla

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.5 (5), pp. 77-82 May, 2018
Available online at
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Original Research Article

Self-efficacy as a predictor of stress management among secondary school principals in Kenya

John Agwaya Aomo1 and Peter Onyango Ogolla*2

1Quality Assurance and Standards Officer, Kitutu Central Sub-County Education Office
2Early Childhood Development and Education (ECDE) County Director- Homa-bay, P.O. BOX 469, Homa-Bay-Kenya

*Corresponding Author E-mail:ogolapo(at)

date Received: March 23, 2018     date Accepted: May 22, 2018     date Published: May 24, 2018


The study investigated self-efficacy as a predictor of stress management among secondary school principals in Homa Bay County of Kenya. Kelly’s personal construct theory supported by Carl Rogers Person Centred theory informed the study. The study adopted a Convergent Parallel research design. From a population of 295 principals, the study used Krejcie and Morgan’s (1970) table to select169 principals to be included in the study. Quantitative data was collected using self-efficacy questionnaire and stress management questionnaires while an interview schedule was used to collect qualitative data from twenty (20) principals. The reliability of the research instruments was determined by the use of Cronbach’s Alpha and a co-efficient(r= 0.814) was obtained. The quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) windowsversion22 by use of statistical tests such as Pearson’s Product Moment Correlation Coefficient and Analysis of Variance (ANOVA), while qualitative data was analyzed using thematic analysis. The calculated coefficient of determination (R2 = .1697) show that the two variables share 17% of their variance. The study established a moderate positive (r=.412) but highly significant (p<.05) relationship between self-efficacy and stress management. A strong sense of self-efficacy enhances human accomplishment and personal wellbeing. The study recommends that the Ministry of Education should induct newly appointed principals on how to enhance their intrapersonal traits; this would help them understand how to manage stressful situations in their schools.

Key words: Self-efficacy, stress management, secondary school, principals

Aomo and Ogolla