Effect of Self-regulation Coaching on Professional Teacher Burnout in Public Secondary Schools in Kiambu County, Kenya

Abstract

Teachers’ mental state is paramount in carrying out their work. However, their burnout has been on the rise. Self-regulation has been  found to help professionals overcome this challenge. This study assessed the effect of selfregulation coaching on teacher professional  burnout in Kiambu County. Attribution theory by Weiner and emotional intelligence (EI) theory by Goleman were employed. A Quasi  experiment Solomon four design with a target population of 3469 teachers from 277 schools. Krejcie Morgan table yielded a sample of  346 teachers who were subjected to a Maslach burnout inventory to solicit data on teacher’s professional burnout. Moreover, 40 HODs  and 8 principals were randomly selected and subjected to interview guides for qualitative data. A training manual was used to coach  emotional selfregulation. Validity was determined through expert advice and piloting in 4 schools. Reliability was determined by split half  method that yielded a coefficient of 0.75. Paired t-test and ANOVA were used for analysis of quantative data while thematic analysis was  used for qualitative data. The results showed that self-regulation coaching had significant positive effects on teacher burnout. with  statistically significant mean differences in burnout for those who were coached and those who were not. (t= df=78 , =17.654, 001 ) with  high effect size (Cohen D = 0.811). The study concluded that self-regulation coaching significantly reduced teacher burnout. The  reseacher recommended that the teacher employer develop programs to equip teachers with self-regulation skills to manage  professional burnout hence increase productivity.