ABSTRACT

Despite the existence of studies on specific areas relating to college students' stress such as coping behaviors, stress in relation to health, and stress management there is little documentation existing on the specific factors that cause stress and burnout amongst college students. A more holistic assessment needs to be carried out to understand the factors that lead to stress and subsequent burnout among the college students and patterns of stressors in relation to personal and academic tasks that college students deal with. This study therefore was set out to investigate the factors that cause stress and burnout among teacher training college students in Kenya. The study aimed at achieving the following objectives:- to establish if nature of academic programs, duration of the course, the relationship between trainees demographics, government support on facilities and placement, administration, counselling and communication was a cause of stress and burnout among the trainees of Primary Teacher Training Colleges in central zone. In the Literature Review section, the study reviewed studies that have been conducted in institutions on issues related to stress and burnout. The study was a descriptive survey of college students in Central zone. The target population constituted of principals, heads of guidance and counselling department and primary teacher trainees of Murang'a Teachers Training College, Kamwenja T.T. and Kilimambogo T.T.C. The study targeted a total of 200 respondents. Data was collected using interview schedules, questionnaires and observation. In addition, documents about the institutions and the students were reviewed. The data collected was computed and analysed using Statistical Package for Social Sciences (SPSS). Data was interpreted and inferences made and presented descriptively using charts, tables and percentages. The findings of this study revealed that trainees in Teacher Training colleges are experiencing stress and burnout. It was expected that the results of the study would document the nature of academic programmes; course duration; the government support and placement, college administration, communication and counselling; and the students' demographic background in Primary Teacher Training Colleges. The information generated was the findings of the study.