Stress Management Strategies Used by Secondary School Teachers in Anambra State and Implications for School Counselling

Teacher stress is increasingly recognised as a significant occupational challenge in Nigerian secondary schools, with adverse effects on teaching quality, absenteeism, and student outcomes. This study examined the stress management strategies employed by secondary school teachers in Anambra State, South East Nigeria, and explored the implications of these patterns for school counselling practice. A descriptive survey design was adopted, with data collected from 320 teachers across 15 secondary schools in Onitsha, Awka, and Nnewi education zones. The Occupational Stress Indicator (OSI-2) and a researcher-constructed Stress Management Strategies Inventory were administered. Frequencies, percentages, and mean scores were used for analysis. Findings revealed that the most frequently used stress management strategies were social support-seeking and religious coping, while professional strategies such as supervision and structured relaxation techniques were rarely utilised. A significant proportion of teachers reported chronic stress levels attributable to workload, poor remuneration, and student behavioural challenges. Teachers in urban schools reported higher stress levels but also greater access to informal peer support networks. The study concluded that counsellors in Anambra State secondary schools have an underutilised role in supporting teacher well-being through structured consultation and professional development activities. Recommendations included the formalisation of teacher wellness programmes facilitated by school counsellors and the sensitisation of school administrators to the organisational factors that drive teacher stress. Keywords: teacher stress, stress management, school counselling, Anambra State, occupational well-being.