The Relationship Among Elementary Principal Characteristics and Job Stress Factors and Perceived Effectiveness and Frequency of Use of Stress Coping Techniques PDF Download
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Author: Charles William Spradling
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 278
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Book Description
Author: Charles William Spradling
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 278
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 468
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author: Devon Carson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of the study was to examine the sources of stress and the coping preferences of elementary school principals in North Carolina. Secondary analysis addressed demographic differences and any relationships between stress and coping preferences. Data were collected through the survey research method and was primarily descriptive and correlational. A questionnaire was emailed to 500 participants randomly selected for this research, 222 responded. The first section of questions consisted of the Administrative Stress Index (ASI), which comprised 35 stressors principals confront in their work. The second set of questions included the Roesch Coping Preference Scale (RCPS), consisting of 21 statements to obtain coping preferences of administrators. The final section of the questionnaire consisted of nine questions designed by the researcher to obtain necessary demographic information. The respondents of the ASI reported a mean score of 93.01. The findings suggest that elementary school principals of North Carolina were moderately stressed in their jobs. The data indicated that principals preferred on the RCPS extra-work activities, consulting techniques, and time out activities. In conclusion, principals must be aware of the factors that cause stress, focus on effective coping strategies, and engage in activities that reduce stress. The key findings from these data show: (1) elementary school principals convey that they are stressed; (2) the top four stressors are: too heavy of a work load; feeling that meetings take up too much time; and failing to complete reports or other paperwork on time; and daily interruptions from staff members; (3) there are no significant differences between the variables of age, years in education, level of education, and school location when compared to principals' mean stress indexes and coping preferences; (4) principals relied upon taking work home, working on weekends, and collaborating with colleagues to discuss concerns were used to cope and effectively reduce stress; (5) according to the data, Title I principals reported to be more stressed than non-Title I principals; and (6) there are no significant differences among new and veteran elementary principals' mean stress indexes. .
Author: Shunji Quenae Brown-Woods
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Job stress in school staff is a concern for school systems and has an impact on many organizational factors within the school setting. The extent to which school personnel are aware of their stress, coping mechanisms and coping strategies is the focus of this study. The literature review highlights various aspects of stress including the physiology of stress, economic implications, specific job stressors in the field of education, burnout indicators for teachers, principal's awareness of stress, and coping strategies available and reportedly used by school staff.Three job type groups participated in the study: principals, teachers, and support staff. The study focuse don school staff's awareness and perceptions of stress, in addition to coping mechanisms available and reportedly used. A researcher designed online survey instrument entitled the Awareness of Stress and Coping Strategies was used to collect data. A suburban school district in the Mid-South region of the United States was the population studied. There were 211 participants who took part in this study of which 53.6% (n = 113) were teachers, 26.5% (n = 56) were administrators, and 19.9% (n = 42) were support staff. Most participants were female (87.2%). Men represented 12.8% of the participants.Findings from the analysis revealed that there were no significant differences in the perception of stress by job role groups: principals, teachers, and support staff. However, there were statistically significant differences in what stressors were believed to cause the most stress between all three role groups; notable to mention is that a common stressor of satistical significance was interaction with parents. Principals and support staff similarly ranked coping mechanisms; yet, principals and teachers were more inclined not to participate in coping strategies as often as support staff.There is a need to increase stress management opportunities to assist school personnel to meet the changing demands of the education profession. School personnel at the building level must understand how stress impacts their job as well as their ability to carry out their jobs. Principals must take the lead in promoting stress management awareness and coping strategies in order to improve school personnel well-being.
Author: Kerry Kamp Felt
Publisher:
ISBN:
Category :
Languages : en
Pages : 294
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Author: Nalini Juneja
Publisher: Mittal Publications
ISBN: 9788170998921
Category : School principals
Languages : en
Pages : 388
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Book Description
This Book Offers Contemporary Viewpoints On Stress And Its Management To On-Site Educational Practioners, Stress Researchers And Even Management Trainers.
Author: Richard Glen Siler
Publisher:
ISBN:
Category : Job stress
Languages : en
Pages : 210
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 62
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Book Description
Stress is one of the major factors in teacher attrition, a continuing problem in education. Further contributing to teacher stress are state and federal accountability measures, which put added pressure on schools and teachers to increase student performance. School leaders must navigate not only how to keep pace with these accountability practices, but how to do so in a manner that does not increase the stress on their teachers. To seek answers in how this might be accomplished, this paper investigates the relationship between perceived principal servant leadership characteristics and occupational stress in teachers. Data was collected using the Wilson Stress Profile for teachers (Luh, Olejnik, Greenwood, & Parkay, 1991) and a servant leadership scale adapted from leadership research in the business literature (Ehrhart, 2004) from elementary teachers in schools in Virginia not meeting state accountability benchmarks. Findings demonstrate that having higher levels of perceived servant leadership was associated with lower levels of reported stress after controlling for several demographic and behavioral covariates. These results indicate that developing servant leadership characteristics in principals could be a means to alleviate some of the occupational stress teachers feel, particularly in schools that are struggling to meet accountability benchmarks.
