Understanding and Reducing Stress in the Superintendency

Abstract

This study examined the ways and to what degree, if any, school superintendents perceive stress and what, if any, coping mechanisms were engaged. Study findings revealed that there is a statistical difference between the types of coping mechanisms utilized and effectiveness between male and female superintendents. While no significant difference exists between the overall occupational stressors experienced by gender, the data identified high levels of stress among over 50 percent of the superintendents. Qualitative findings established the board of education provided no known support to superintendents in developing stress management skills and coping strategies. Implications of this research study were identified in the areas of leadership preparatory programs, as well as education in stress management skills reform at the district level.

Superintendent Stress and Superintendent Health: A National Study

“…Two of these same areas (legislative mandates, budget restraints) echo the findings of stress identified by Hawk and Martin (2011). The areas identified as considerable stress or above (scoring a three or above) were the three choices above as well as work-life balance, student test and performance accountability, teacher and/or administrator evaluation systems, participating in after hour activities at the expense of personal time, and relations with the school board.…”

“…First, were studies that explored the high price of superintendent stress (Cunningham & Burdick, 1999;Hall & Difford, 1992;Stover, 2002). Further studies have concentrated on the issues of job satisfaction (Glass & Franceschini, 2007;Hawk & Martin, 2011;Solomon, 2012). Cunningham & Burdick (1999) identified the unintended consequences of the time and stress associated with the position of superintendent and the decline in applicants for the.…”

Principals and stress: Few coping strategies for abundant stressors

“…Recent studies affirm the seriousness of stress for educational leaders (DeMatthews et al, 2018; Hawk and Martin, 2011; Leventis et al, 2017; Wells, 2016; Wells et al, 2011). Much of this stress relates to ever-increasing tasks that comprise the role of school principal.…”

Workload Pressures of Principals

“…Principals who are trying to enact change in their schools encounter resistance, which results in stress (Starr, 2011). Hawk and Martin (2011) reported that districts typically do not have stress management programs for superintendents; there was nothing in the literature to support the fact that school districts have stress reduction programs for their leaders, instead, leaving them to find their own means of responding to and managing stress.…”

“…The researchers were curious about the personal issues confronting principals and wondered what specific assistance they could attain that might foster a hope for renewal and strength to complete the job at hand. The literature base about stress reduction programs did not include much information concerning educational leaders (Hawk & Martin, 2011;Sorenson, 2007;Whitaker, 1996). Beisser, Peters, and Thacker (2014) studied secondary principals in one state and concluded that the leaders who participated in the survey did not view living a healthy lifestyle as possible.…”