EFFECTS OF SCHOOL TYPE AND LOCATION ON STRESS COPING STRATEGIES USED BY SCHOOL PRINCIPALS IN RIVERS STATE
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Date
2025-11-14
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Department of Early Childhood and Primary Education
Abstract
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.