Psychological influence of drug abuse on the physical wellbeing of teachers in primary schools in Hamisi Sub county, Vihiga County, Kenya

Abstract

Drug and substance abuse is a global issue, affecting individuals across social and economic classes. In Kenya, the shift from the 8.4.4 education system to the Competence Based Curriculum (CBC) has increased pressure on teachers, impacting their psychological wellbeing. Consequently, many teachers have turned to substance abuse for psychological relief, despite its adverse effects. This study aims to identify the psychological impact of drug abuse on the physical well-being of primary school teachers in Hamisi Sub County, Vihiga County. Using a descriptive survey research design, the study targeted 1,231 teachers, 85 head teachers, 85 guidance and counseling teachers, six Curriculum Support Officers, and one Human Resource Officer. The researcher used 30% of the target population to establish the sample size of 318, while purposive sampling was used for the Curriculum Support Officers and Human Resource Officer. Data collection involved questionnaires, with qualitative data organized into themes and quantitative data analyzed using SPSS, presented in frequency tables, pie charts,
and bar graphs. Results indicated that heavy workload influenced 15% of teachers significantly, 43.1% reported needing to alleviate anxiety, and 76.4% struggled with teaching demands. Stress led 56.3% to substance abuse, while 21.6% experienced suicidal thoughts. The study
recommended educational interventions, professional psychological counseling, and the establishment of support systems and rehabilitation centers by the Teachers Service
Commission TSC and government to address teachers' mental well-being. Further research on curbing substance abuse among teachers in Kenya is also suggested.