Abstract:
This study assessed Teachers’ Mastery Experiences on Coping with stress at Work Place among
the Public Secondary School Teachers in Mathare Sub- County.The study adopted a mixed method approach; a
convergent parallel design was employed to enable the researcher investigate the relationship between
teachers’ mastery experiences on working with stress at workplace among the public secondary school teachers
in Mathare Sub-County, Nairobi County, Kenya. A census sampling technique was adopted to selectEighty-six
respondents. Questionnaires were distributed to the respondents to collect quantitative data while interview
guide was used to collect qualitative data. The Statistical Package for Social Sciences (SPSS) version 20 was
used to run descriptive and inferential statistics on the data. To present the data, frequency distribution tables
were employed. The study's results showsmoderate and positive relationship between mastery experiences and
proactive coping methods (r=.451; p<0.05). Similarly, the correlation between mastery experiences and
reflective coping was moderately positive, (r=.411; p<0.05).There was a positive weak relationship between
mastery experiences and preventive coping methods, (r=.239; p<0.05).The correlation between mastery
experiences and instrumental coping was also a weak positive correlation, (r=.294; p<0.05). Mastery
experiences and emotional support also presented a weak positive relationship (r=.258; p<0.05). This
demonstrated that teachers' mastery experience had a favorable impact on stress management. The study
recommended the entrenchment of coping skills into teachers’ professional development programs to empower
them with techniques to manage stress at workplace.The results of this study are expected to equip teachers in
Mathare Sub-County with different ways of coping with stress at work place, help teachers address their
experience that will be useful to educational community as a whole for it would lead to the reduction of job
dissatisfaction and costly turn over.
