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The work of faculty is stressful, yet most stress studies focus on faculty's research rather than teaching. This study examined the experience of nine tenured professors in search of answers to these questions: What classroom interactions do faculty find stressful? Why do faculty find these activities stressful? How do faculty explain, perform, and organize classroom practices to cope with these stresses?

Recent research raises questions about isomorphism, homogeneity, and rationalism in university retrenchment. This study presents a descriptive account of retrenchment at one university using institutional theory in the analysis. The findings show that institutionalism as a model explains preferences and behaviors of both administrators and faculty engaged in retrenchment.

The purpose of this article is to review literature on leadership and emotion to expose theory and questions on the association between leadership and emotion. Burns' (1978) implicit framework of leadership and emotion is revealed. Questions about leadership and emotion by scholars in the sociological tradition are presented. A research agenda is forwarded. Such a research agenda will provide valuable insights on leadership-a relationship that enhances our feelings of predictability and motivates us to action.

Purpose -The purpose of this paper is to analyze data gathered in 1998 and 2011 from representative samples of women secondary school principals in Texas to identify differences in personal, professional, leadership, and school characteristics. Design/methodology/approach -Two proportionate, random samples were drawn of women secondary principals 13 years apart. The Texas Education Directory provided the sampling frame and school data were downloaded from the Public Education Information Management System. Principals were sent surveys including measures of situational and distributed leadership as well as demographic questions. Response rates of 65 percent and 42 percent were achieved on the 1998 and 2011 surveys respectively. Findings -While the percentage of secondary schools led by women principals shows little change and is similar to previous research, a more nuanced examination of these women and their schools evidences progress. The diversity for women administrators has increased and women are more likely to hold positions in urban schools. Years of teaching experience has decreased and women appear to be entering the profession at a younger age. Change on both variables reflects averages for male principals. Leadership scores indicated lower adaptability and more directive styles for women in 2011; however, scores on the Distributed Leadership Inventory were high. Originality/value -Schools led by women in 2011 possessed a larger proportion of students of poverty but no differences were noted in school enrollment or student passing rates on accountability tests. The authors encourage districts to continue fair hiring policies and argue women have become more competitive for the large urban high school principalships.