Thesis:

Effects of emotional intelligence coaching on professional burnout of teachers in public secondary schools in kiambu county, kenya

Teacher professional burnout has been a great impendiment to . Many teachers have been seeking treatment for mental-related illnesses that leave them professionally unproductive. This study assessed the effect of Emotional Intelligence coaching on professional teacher burnout. The objectives analyzed included; determining the effect of emotional self-awareness coaching, assessing the effect of emotional self-regulation coaching, establishing the effect of self-motivation coaching, determining the effect of social awareness coaching, and examining the effect of relationship management coaching on professional burnout of teachers in public secondary schools in the County of Kiambu. Attribution theory by Weiner (1985) and Goleman's mixed model of Emotional intelligence (1995) guided this study. The study also used A quasi experiment Solomon Four design with a target population of 3,479 teachers from all 277 public secondary schools in the County of Kiambu. Based on Krejci and Morgan's table, a sample of 346 teachers from four categories of schools (National, Extra County, County, Sub County) were selected. Maslach Burnout Inventory (MBI) was used to measure their level of burnout. Content Validity was based on expert advice from the Department of Educational Psychology, while Reliability was done using split-half reliability (r=0.756, > .001) that showed high internal consistency. A training manual was used to coach the experimental groups on Emotional intelligence, while an Interview guide was employed to collect qualitative data from the school administrators and heads of departments. Piloting was done in four schools, one from each category, which were not used for the actual study. Data were processed using SPSS version 25, with descriptive analysis done using means, percentages, and standard deviations. Quantitative data were analyzed through paired t-tests, and the effect size was determined using Cohen d. Qualitative data was analyzed thematically and described in narrative form. The results showed that emotional intelligence coaching had effects on professional teacher burnout in various dimensions. There was a statistically significant mean difference in professional teacher burnout for those who received self-awareness coaching and those who were not coached (t = 15.779 at df=78, > .001, with a high effect size (Cohen d = 0.958), those who were coached in emotional regulation and those who were not coached (t= 17.654, at df=78.001), with a high effect size(Cohen d = 0.811). This was the same for self-motivation coaching which yielded a statistically significant mean difference for those who were coached and those who were not coached (t=13.2654 at df=78 .001,.) and high effect size (Cohen d = 0.7543); Social awareness coaching(t= 13.2654 at df=78.001, .) with a high effect size (Cohen D = 0.87645)for those coached and relationship management coaching (t= 15.779.001,.) with a high effect size (Cohen d = 0.876). The study concluded that teacher’s emotional intelligence coaching contributed to the reduction of professional teacher burnout. The study recommended that the teachers’ employer (TSC) should develop programs to cater to teacher’s emotional intelligence to equip them with skills for work life balance, thereby reducing professional teacher burnout and increasing their productivity at work.