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Stress and Work Performance among Administration Police Officers at Police headquarters in Nairobi, Kenya

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DOI:
https://doi.org/10.31686/ijier.vol12.iss4.4234
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Abstract

This study investigated the relationship between stress and work performance among Administration Police Officers stationed at the Nairobi Police Headquarters in Kenya. Employing a descriptive research design, the study was underpinned by Maslow's Hierarchy of Needs and the Cognitive Activation Theory of Stress theories, facilitating an analysis of psychological distress and its effects on occupational efficacy. The participants were randomly selected in a sample size of 169 respondents. Data was collected primarily using structured questionnaires. Findings reveal a significant concern regarding work-related stress, with 35.5% of officers reporting fatigue, 32.0% expressing dissatisfaction with work allocation, and 34.3% indicating inadequate time for personal activities. Notably, 39.6% attributed their diminished performance to work overload, while correlation analysis identified a weak positive relationship between work stress and performance (r = .164, p = .033), suggesting that higher levels of stress may marginally correspond with improved performance. These findings highlight an urgent need for strategic interventions within the national police force, including comprehensive wellness programs focused on stress management and enhanced communication strategies.

Author Biographies
  1. Centrine Sophy Wasike, Mount Kenya University

    Department of Psychology

  2. Dr Mokua Gilbert Maroko, Mount Kenya University

    Senior Lecturer, Department of Psychology

References

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Published
2025-03-25
Issue
Vol. 12 No. 4 (2024): International Journal for Innovation Education and Research
Section
Journal Articles
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Copyright (c) 2025 Centrine Sophy Wasike, Dr Mokua Gilbert Maroko

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How to Cite

Wasike, C. S., & Maroko, M. G. . (2025). Stress and Work Performance among Administration Police Officers at Police headquarters in Nairobi, Kenya. International Journal for Innovation Education and Research, 12(4), 38-47. https://doi.org/10.31686/ijier.vol12.iss4.4234