Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 21, 2005. Dissertation Committee: Mary Ann Lynn (chair), John Brickell, G. Alan Hickrod, Dale R. Jackson, Larry D. Kennedy. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.

published_or_final_version / Education / Master / Master of Education

萬廣祥. / 複印本. / Thesis (M.A.)--香港中文大學敎育學院. / Fu yin ben. / Includes bibliographical references. / Wan Guangxiang. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 引言 / 問題的背景 --- p.1 / 研究的目的 --- p.3 / 研究的意義 --- p.4 / Chapter 第二章 --- 文獻省覽及理論架構 / 中學校長的角色與職責 --- p.5 / 校長的工作範疇 --- p.6 / 校長工作的複雜性 --- p.17 / 校長的角色混淆 --- p.18 / 校長的個人責任 --- p.19 / 校長的工作量 --- p.20 / 過去有關壓力的研究 --- p.21 / 壓力因素 --- p.22 / 工作壓力 --- p.23 / 壓力與個人緊張 --- p.27 / ［個人／環境］協調模式 --- p.31 / 本研究之理論架構 --- p.37 / Chapter 第三章 --- 研究方法 / 假設 --- p.50 / 定義 --- p.53 / 取樣 --- p.56 / 量表 --- p.57 / 數據收集 --- p.58 / 數據分析 --- p.59 / 限制 --- p.59 / Chapter 第四章 --- 分析結果 / 個人背景 --- p.60 / 個人背景與工作壓力 / 個人／環境協調量度分數的分析 --- p.65 / 個人／環境協與緊張的相關 --- p.66 / 社群助力與緊張的相關 --- p.74 / 社會前景與緊張的相關 --- p.75 / 心理緊張與行為緊張的相關 --- p.78 / 緊張與疾病的相關 --- p.79 / 校長的工作壓力因素 --- p.80 / Chapter 第五章 --- 討論、建議及總結 / 討論 --- p.82 / 建議 --- p.86 / 總結 --- p.89 / 參考書目及附錄

The purpose of this study was to identify areas of job stress experienced by public school principals, and elements of the work environment and personal coping mechanisms used to alleviate that stress. Specifically, the study sought to identify sources of job stress as defined by role overload, role insufficiency, role ambiguity, role boundary, responsibility, and physical environment. It further sought to determine the relationship between elements of the work environment as defined by involvement, peer cohesion, supervisor support, autonomy, task orientation, work pressure, clarity, control, innovation and physical comfort and the stress experienced by principals. Finally, it sought to identify effective personal coping resources as defined by cognitive, social, emotional, spiritual/philosophical, or physical.The study population included 124 Indiana public school principals new in their assignments during the 1995-1996 school year. The subgroups of the population were: principals with no previous principalship experience and principals with prior principalship experiences. No other demographic data were included. Three standard instruments were used to gather data. The Occupational Roles Questionnaire (ORQ), a subtest of the Occupational Stress Inventory (OSI) developed by Osipow and Spokane in 1981, identified sources of stress. The Work Environment Scale (WES), developed by Moos in 1981, assessed the work element. The Coping Resources Inventory, developed by Hammer and Marting in 1987, identified personal coping resources effective with new principals.The study found that all principals experienced the greatest amount of stress from role overload and the least amount of stress from challenging physical conditions. However, the levels of stress experienced were not significantly above the level of stress identified by the normative population.The study also found that principals with no previous principalship experience utilized different elements of the work environment to reduce stress than did experienced principals. Non-experienced principals utilized supervisor support, task orientation, and innovation to relieve stress. Experienced principals reported reduced stress from involvement, peer cohesion, and physical comfort.Finally, the study found that principals with no previous principalship experience used different personal coping resources than did experienced principals. Non-experienced principals relieved stress through expression of emotion, cognition, spiritual/philosophical, and physical. Experienced principals reported no significant use of either spiritual/philosophical or physical coping resources. / Department of Educational Leadership

No description available.

The problem with which this investigation is concerned is that of determining the nature of the differences and relationships between self-reported levels of stress and job satisfaction of elementary and secondary school principals in a selected school support region. This research effort employed a co-relational design. A random sample of 100 elementary and 100 secondary school principals were selected to participate in the study, for which the response rate was 93 per cent. The principals were mailed the Morse Index of Employee Satisfaction and the Spielberger State-Trait Anxiety Inventory, Part A, and asked to assess their own job satisfaction and stress levels.

A recent study conducted by the National Association of Secondary School Principals found that 45% of principals report that pandemic working conditions are accelerating their plans to leave the profession (2021). The current principal attrition crisis has only been exacerbated by the chaos and uncertainty of the global health pandemic. These conditions combined with the stressors that already exist in public education have created a crisis that cannot be ignored. On average, 1 in 5 principals turn over each year (Levin, et al., 2020). In order to create strong schools, it will be important to prioritize the needs of current principals and recruit and train future aspiring leaders to take the helm (NASSP, 2020). The purpose of this phenomenological study is to explore with a group of female high school principals how they manage stressors in their professional and personal lives--specifically, what health and wellness strategies are used to remain in their roles over time, feel satisfied in their role, and experience a sense of efficacy. Four overarching research questions will guide this study to focus on how female principals identify challenges and stressors experienced by school leaders and examine how strategies are utilized to manage and overcome the inevitable occupational stressors associated with the role of the school leader. This dissertation study examines (a) how female principals in urban high schools describe the challenges they face in carrying out their dual role as leaders at work and at home, (b) how female principals in urban high schools learn to overcome the challenges they face, (c) the factors that female principals in urban high schools say facilitate and/or impede their ability to manage the personal and professional demands they face, and (d) the strategies that female principals in urban high schools use to improve job satisfaction, professional efficacy, and longevity in the role. A select sample of six female principals shared their experiences in in-depth interviews. This research makes an important contribution to the field of educational leadership by facilitating a more sustainable female workforce, strengthening school leadership, and increasing support not only for women in the role but for all school leaders who experience occupational stressors and role conflict.

published_or_final_version / Education / Master / Master of Education

In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate. / by Joyce Krzemienski. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.