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School principals in Kenya do experience stress mainly due to administrative related stressors than teaching stressors. Such stressors include: Limited opportunities for professional development, tight time deadlines for tasks, delayed disbursement of school funds, interpersonal relations, social support, expert assistance, work overload among others. Some studies have revealed that both male and female teachers experience same stress levels, while other studies have contradicted these findings by asserting that females experience more stress than males (Gebrekirstos, 2015; Bray, Camlin, Fairbank, Dunteman & Wheeless, 2001). Notwithstanding these contradictions, school principals must embrace coping strategies to function effectively. To collect data for the study, stressor coping strategies questionnaire was used. Descriptive and inferential statistics were used to estimate and describe the findings of the study. Accordingly, the study established that female principals experienced stress and used different strategies to cope. The relationship between coping strategies and levels of stress among female principals was strong and significant. The coping strategies accounted for 43.8% of variation in stress levels. The strategies were found to be significant predictors of stress among female principals; and that for one unit increase in the use of the coping strategies, stress level would improve by 0.523 units. The study recommended that stress management coping strategies should be adopted appropriately and used to sustain optimum stress levels among female principals. This is because optimum stress level is good for the functioning of men and women (Bray et al, 2001).

Stress Management Coping Strategies used by Female Principals in Kenya: A Case Study of Rachuonyo North and Homa Bay Sub Counties