How Principals Can Cope With Stress

Roberson, Frances R.; Matthews, Kenneth M.

doi:10.1177/019263658807250911

NASSP Bulletin

1988

DOI: 10.1177/019263658807250911

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How Principals Can Cope With Stress

Frances R. Roberson¹,

Kenneth M. Matthews

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confidence: 99%

Coping with stress in the principalship

Allison

1997

Journal of Educational Administration

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School principals face very busy and highly unpredictable work days with many individuals and groups competing for their time. Roberson and Matthews write that many principals are overworked, constantly under fire, and unappreciated [1]. Fallon states that confrontation, conflict, and compromise are constants which principals face on a daily basis [2]. Gmelch asserts that principals are becoming increasingly faced with more pressure, more aggression, more change, and more conflict than ever before [3]. In Canada, recent newspaper reports indicate that many school administrators are "overburdened", have "tough demanding jobs that are getting tougher all the time"[4] and are "severely stressed" [5]. Further, several Canadian school districts have reported that a substantial number of school administrators have had to take medical leave due to stress-related illnesses. In one large urban school district it was reported that four school principals had suffered heart attacks and that three of the men had died [6].Stress has been identified as a serious disabling phenomenon that adversely affects the health and the lifestyle of individuals [7][8][9][10][11], and in some cases, as reported above, to death. Hence, school administrator "wellness" and "coping" programmes are being developed by school districts and principals' associations to address the problem of administrative stress. Since stress cannot be avoided, identification of effective coping strategies may provide school principals with the tools which can be used to reduce the amount of stress from the environment and to moderate the effect of stress on the individual.

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Coping with stress in the principalship

Allison

1997

Journal of Educational Administration

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Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States

Tanner¹,

Schnittjer²,

Atkins³

1991

Educational Administration Quarterly

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A national sample of &8) high school principals shared their knowledge and provided their perceptions regarding personal use of time management techniques and the levels of stress they experienced. The purpose of this study was to challenge the long-held assumption that the use of popular time management techniques (viewed as management functions classified as planning, organizing, directing, controlling, communicating, and decision making) influences levels of stress. Singular and composite correlations (based on stepwise multiple regression analysis) indicated at best a negligible relationship between the use of time management techniques and stress. Although the application of time management techniques enumerated in this study may affect a principal's stress level in an individual case, generally, little impact on stress may be expected Thus this study contravenes the explicit connection between time management and stress that is promoted as an administrative practice among high school principals.

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How Principals Can Cope With Stress

Cited by 2 publications

References 1 publication

Coping with stress in the principalship

Coping with stress in the principalship

Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States

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