Leadership Behaviour and Occupational Tedium Among Teachers In Kenya: An Ex-Post Facto Analysis of Role Conflict, Ambiguity, Psychosocial Outcomes

The book investigates the relationship between leadership behaviour and occupational tedium among primary school teachers in Nyanza Province, Kenya, amid rising stress and demoralization in the profession. Using an ex-post facto design, data were collected from 399 teachers and 8 quality assurance officers through questionnaires and interviews, and analyzed using SPSS. Findings reveal high levels of occupational tedium, particularly emotional exhaustion and reduced personal accomplishment. Significant differences were observed across age, experience, location, and marital status, though not by gender. Most head teachers exhibited autocratic, task-oriented leadership, which teachers perceived as unsupportive, leading to feelings of alienation, role conflict, and role ambiguity. These factors were strongly associated with increased occupational tedium. Additionally, teachers lacked sufficient self-efficacy and coping strategies. The study recommends promoting supportive leadership styles, enhancing teachers' coping skills, and implementing policies to improve teacher well-being and reduce occupational stress in schools.