Journal of Current Research in Education (JCRE)

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https://kwasuspace.kwasu.edu.ng/handle/123456789/1184
The journal is flouted in the department of Early Childhood Education in the faculty of education of KWASU

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Browsing Journal of Current Research in Education (JCRE) by Author "ENOCH, EBIKETONE DIEMA"

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    EFFECTS OF SCHOOL TYPE AND LOCATION ON STRESS COPING STRATEGIES USED BY SCHOOL PRINCIPALS IN RIVERS STATE
    (Department of Early Childhood and Primary Education, 2025-11-14) ENOCH, EBIKETONE DIEMA
    This study explored the effects of school type, and location on stress coping strategies used by school principals in Rivers State. The research designed used for the study is an ex-post facto research design, the population of the study comprised all 258 principals of public secondary schools in Rivers State, a total of 155 school heads were selected through a stratified random sampling method. Two research questions and two hypotheses guided the investigation. Data collection was facilitated via an online survey instrument developed specifically for this study, title: Effects of School Type and Location on Stress Coping Strategies of Principals Scale (ESTLSCSPS). Mean and standard deviation were used to answer the research questions while independent z-test was used to test the hypotheses. The results indicated that there was no significant difference in the effects of the school type and location on stress coping strategies employed by school principals in Rivers State based on gender. Common strategies identified among participants across different groups included delegating tasks, engaging in physical activities, social interaction with peers, relaxation techniques, and fostering positive interpersonal relationships. Based on the findings, it was concluded that there was no significant difference between the stress coping strategies of male and female school principals based on their school type and there was no significant difference between the stress coping strategies of male and female school principals based on their location. It was recommended that Education authorities should institutionalize continuous professional development programs that strengthen principals’ stress-management and leadership resilience. Also, Stress-reduction interventions should be context-sensitive, addressing the distinct environmental and operational challenges faced by urban and rural schools.