Effect of Stress Management Techniques Across Gender on Task Performance Among Secondary School Student Leaders in Kisumu County, Kenya

Abstract

Despite, the key role that stress management techniques plays in dealing with the inevitable effect of stress through problem solving, emotional support and denial, there has been a burden among male and female student leaders, triggered by task performance. Specifically, this study sought to assess the effect of stress management techniques across gender on task performance among secondary school student leaders in Kisumu County, Kenya. The study was guided by Cognitive Appraisal theory. To realize this objective, Descriptive and Correlation research designs were used. The target population was male and female student leaders in secondary schools in Kisumu County. Stratified random sampling technique was used to select 1275 student leaders, 53 deputy head teachers and 53 head teachers. Data was generated through questionnaires. Reliability of the instruments was tested using Cronbach alpha and it gave an overall internal consistency of 0.7, hence reliable. Analysis of data was done using percentages, t-test and regression. The findings of the study show that female student leaders are more effective in task performance than their male counterparts. Secondly, the results indicate that gender has a moderating effect on task performance among student leaders. The study recommends appropriate and timely intervention in choice of stress management techniques for male and female student leaders.