Stress in School Administration: Coping Tips for Principals

Abstract

With the need for rapid school reform amid changes in socioeconomic and political situations, evidence abounds that today's school principals operate in a stress-strained environment. Participants of this study identified at least a form of stress on the job. More than 96% claimed to have experienced work-related stress at a level they believed was affecting their mental and physical health, work habits, and productivity. With continuous frustrations and challenges, many principals are thinking of quitting or seeking early retirement. The seven major stress factors identified were unpleasant relationships and people conflicts, time constraints and related issues, crises in the school, challenging policy demands and overwhelming mandates, budgetary constraints and related issues, fear of failure, and negative publicity and dealing with media. Coping tips were explicated from the perspectives of behavioral modification cues, physical exercises, relaxation techniques, professional help, and medical care. Through interviews with 52 principals in Connecticut for about 2.5 years, this article brings to the fore various causes of stress in school administration as well as some cop-ng techniques for principals. Implications for school districts, enhanced leadership preparation practices, and further research are also discussed.

Causes of stress and strategies for managing stress among German and US principals

“…The findings of this study suggest that principals in both Germany and the USA are under considerable stress primarily due to excessive administrative tasks, the volume and breadth of their responsibilities, pressures to provide for a wide variety of students and stakeholders, and accountability from various supervisors. The causes of stress identified in this study are consistent with those found in similar studies (Combs et al, 2009; Klocko and Wells, 2015; Sogunro, 2012). These stressors are exacerbated by a decrease in material resources, such as staff and funding, and a shortage of time.…”

“…The increase in responsibilities over recent years has made the job of a school principal more stressful and has a negative impact on their well-being (Chaplain, 2001). A study by Dr Olusegun A. Sogunro in Connecticut found that participating principals were overwhelmed by stress that stemmed from conflicts with staff and stakeholders, time constraints, crises that periodically arise within a school, and increasing mandates and policy demands from governments (Sogunro, 2012). Furthermore, a German study found that the tasks which cause principals the most stress are quality management, evaluation, and school improvement (Huber et al, 2013).…”

“…Although research in England revealed that stressful jobs can still offer personal satisfaction (Chaplain, 2008), Sogunro’s study found that 96% of participating principals claimed that the amount of stress they experienced from their job had affected their work productivity, social life, and health (Sogunro, 2012). This suggests that the stress borne by many principals exceeds the threshold for “healthy stress.” Perhaps most importantly, a principal’s stress can negatively impact the school climate (Kelehear, 2004).…”

Mentoring School Leaders through Cultural Conflict

“…The world educational leaders' function in is becoming increasingly challenging and continually requires them to better comprehend the life changing events taking place outside their immediate setting (Miller, 2018). Whereas they formerly enjoyed widespread support and a level of autonomy thirty years ago (Fullan, 2014), government domination has set in around the world (Miller, 2018), and has left educators with a compliance first mentality (Hughes 600 & Davidson,Forthcoming), that often limits their inclination to think critically, be able to solve problems or effectively address conflict (Goodwin, 2015;Mercer, 2016;and Sogunro, 2012). The compliance mentality also limits emphasis on developing important skills like these, and while it has been dominating K12 education for decades, it is now finally catching up with higher education as well.…”

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“…The world educational leaders' function in is becoming increasingly challenging and continually requires them to better comprehend the life changing events taking place outside their immediate setting . Whereas they formerly enjoyed widespread support and a level of autonomy thirty years ago (Fullan, 2014), government domination has set in around the world , and has left educators with a compliance first mentality (Hughes & Davidson, Forthcoming), that often limits their inclination to think critically, be able to solve problems or effectively address conflict (Goodwin, 2015;Mercer, 2016;and Sogunro, 2012). The compliance mentality also limits emphasis on developing important skills like these, and while it has been dominating K12 education for decades, it is now finally catching up with higher education as well.…”