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The purpose of the study was to examine the sources of stress and the coping preferences of elementary school principals in North Carolina. Secondary analysis addressed demographic differences and any relationships between stress and coping preferences. Data were collected through the survey research method and was primarily descriptive and correlational. A questionnaire was emailed to 500 participants randomly selected for this research, 222 responded. The first section of questions consisted of the Administrative Stress Index (ASI), which comprised 35 stressors principals confront in their work. The second set of questions included the Roesch Coping Preference Scale (RCPS), consisting of 21 statements to obtain coping preferences of administrators. The final section of the questionnaire consisted of nine questions designed by the researcher to obtain necessary demographic information. The respondents of the ASI reported a mean score of 93.01. The findings suggest that elementary school principals of North Carolina were moderately stressed in their jobs. The data indicated that principals preferred on the RCPS extra-work activities, consulting techniques, and time out activities. In conclusion, principals must be aware of the factors that cause stress, focus on effective coping strategies, and engage in activities that reduce stress. The key findings from these data show: (1) elementary school principals convey that they are stressed; (2) the top four stressors are: too heavy of a work load; feeling that meetings take up too much time; and failing to complete reports or other paperwork on time; and daily interruptions from staff members; (3) there are no significant differences between the variables of age, years in education, level of education, and school location when compared to principals' mean stress indexes and coping preferences; (4) principals relied upon taking work home, working on weekends, and collaborating with colleagues to discuss concerns were used to cope and effectively reduce stress; (5) according to the data, Title I principals reported to be more stressed than non-Title I principals; and (6) there are no significant differences among new and veteran elementary principals' mean stress indexes. .
This exploratory qualitative study was focused on the impact of state and federal mandates on the role of middle school principals, specifically what increased responsibilities and major areas of stress middle school principals are experiencing; how any enhanced stress impacts these middle school principals, both professionally and personally; and what coping mechanisms principals use to handle the stress of any increased responsibilities. The experiences and perceptions of 12 principals from one Midwestern state were captured through semi-structured interviews, and by having them complete Allison’s Coping Preference Scale. Their answers provide a deeper understanding of what it is like leading a middle school in an environment that includes increased accountability and responsibility, student testing, teacher and principal evaluations, stress, and coping skills. Findings revealed 11 major and minor themes. Nearly all principals have experienced an increase in their responsibilities for implementing federal and state mandates, and associated stress. Specifically, all expressed specific concerns and stress over complying with the logistics of testing mandates, and that their responsibilities have increased related to teacher evaluations, as well as their stress levels. They also reported enhanced stress due to things like accountability related school labeling, teacher stress with their evaluations, parental communication, and social media issues with students. These principals revealed that such stress has a negative impact on their personal lives, and that they use a variety of coping strategies daily to relieve stress. Using humor, maintaining a positive attitude, treating stakeholders with humanity, seeking balance, regular exercise, finding quiet time, and talking with family and close friends were all strategies principals frequently used to mitigate stress. Interestingly, while enhanced teacher and principal evaluations as connected to student outcomes are now a major part of their role, principals reported that such teacher evaluations are so much better than past evaluation efforts. In addition, most voiced no real increased responsibilities or stress associated with principal evaluations. While they felt some mandate streamlining related to such evaluations is needed, such mandates are helping to improve educational outcomes. This study confirmed, as noted in previous research literature, that the principal profession in this country is indeed a very stressful and difficult one. It contributes to the scarce literature on the accountability-related responsibilities and associated stress of principals in the middle school environment; and it provides a fuller understanding of how principals perceive their work environment as related to state and federal mandates regarding student testing, teacher evaluations, and principal evaluations. It also informs the reader about the stresses that principals are under and some of their stressors; knowing how they handled such stress is important, as well as instructive. Recommendations for leaders and future research are offered.