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Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. Notwithstanding, the authors in this book have expanded the base of stress and coping research by providing a valuable reference source that includes guidelines and frameworks as well as empirical findings related to the application of mixed methods approaches to the study of stress and coping. This book is intended not only for stress and coping researchers, but also for social and behavioral science researchers at various levels—from students, instructors, and advisors to applied researchers, research methodologists, and theorists. The 15 chapters are divided into three distinct sections. The five chapters in Section I focus mainly on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping. The five chapters in Section II address the major methodological issues of mixed methods research. Section III presents five empirical studies of mixed methods research as applied to the field of stress and coping. This book illustrates the perspectives of innovative interconnections in the application of mixed methods research to the study of stress and coping. It also provides readers with new ways of designing and evaluating strategies and programs that aim to reduce stress and improve coping mechanisms.
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Job stress in school staff is a concern for school systems and has an impact on many organizational factors within the school setting. The extent to which school personnel are aware of their stress, coping mechanisms and coping strategies is the focus of this study. The literature review highlights various aspects of stress including the physiology of stress, economic implications, specific job stressors in the field of education, burnout indicators for teachers, principal's awareness of stress, and coping strategies available and reportedly used by school staff.Three job type groups participated in the study: principals, teachers, and support staff. The study focuse don school staff's awareness and perceptions of stress, in addition to coping mechanisms available and reportedly used. A researcher designed online survey instrument entitled the Awareness of Stress and Coping Strategies was used to collect data. A suburban school district in the Mid-South region of the United States was the population studied. There were 211 participants who took part in this study of which 53.6% (n = 113) were teachers, 26.5% (n = 56) were administrators, and 19.9% (n = 42) were support staff. Most participants were female (87.2%). Men represented 12.8% of the participants.Findings from the analysis revealed that there were no significant differences in the perception of stress by job role groups: principals, teachers, and support staff. However, there were statistically significant differences in what stressors were believed to cause the most stress between all three role groups; notable to mention is that a common stressor of satistical significance was interaction with parents. Principals and support staff similarly ranked coping mechanisms; yet, principals and teachers were more inclined not to participate in coping strategies as often as support staff.There is a need to increase stress management opportunities to assist school personnel to meet the changing demands of the education profession. School personnel at the building level must understand how stress impacts their job as well as their ability to carry out their jobs. Principals must take the lead in promoting stress management awareness and coping strategies in order to improve school personnel well-being.
Urban and suburban principals of the 21st century serve within chronically changing work environments that are heavily influenced by circumstances beyond their control. This dissertation explored how urban and suburban principals in the Northeast Corridor perceive and experience change within their work environment. It also explored how such constant change coupled with the pressure of leading urban and suburban schools impacted their professional and personal lives. Throughout the United States, both urban and suburban public school systems view the principalship as an integral role within the district as it relates to school reform, implementing change, and student achievement. Abundant literature exists on accountability and on the instructional leadership responsibilities of principals. However, a gap is evident in the dearth of studies regarding how public school principals experience and perceive working within a changing environment and the impact on their emotional, professional, and personal lives. Regarding enactment of the No Child Left Behind Act of 2001, and most recently, the No Child Left Behind Waivers of 2012, principals are held to progressive accountability measures in full view of the public. If desired results are not achieved, the shortfalls can result in reassignments or terminations. The study elicited the perceptions and experiences of principals regarding change to understand what they consider important and how these perceptions and experiences manifest through time. To explore this research question, a mixed methods design was used that included 5 indepth interviews and 5 behavioral event interviews along with the administration of a self-report instrument to each participant regarding self-efficacy, optimism, and posttraumatic stress disorder. All interviews and self-reporting instruments were conducted at a location outside the participants' school districts. All qualitative data were coded and thematically analyzed, and scores from self-reporting instruments were examined for similarities and differences among participants. Scores were also used to deepen and expand understanding of qualitative data. Findings were provided to capture the possible link between the emotions of urban and suburban principals during times of mandated change and their perceived leadership effectiveness, self-efficacy, levels of optimism, learned helplessness, and posttraumatic stress disorder. The completed study should bring greater awareness to the emotional, professional, and personal impact of working in a constantly changing environment and the lived experiences of principals. Several unanticipated findings emerged such as the existence of the (a) Violence theme and the Workplace Bullying/Mobbing, Emotional Abuse, and School Violence subthemes; (b) Learned Helplessness theme and Lack of Voice, Lack of Autonomy, and a Sense of Failure subthemes; (c) the Self-Efficacy theme and The Treatment of Principals subtheme; and (d) the Support theme and the Marginal or No District Support, and Professional and Personal Support Networks subthemes. The possibility is that the accumulation of work-related principal experiences may be contributing factors in the development of all principals having Posttraumatic Stress Disorder attributes. Interactions were discovered between themes and across subthemes such as Learned Helplessness and Posttraumatic Stress Disorder Attributes; Workplace Bullying/Mobbing, Learned Helplessness, and Posttraumatic Stress Disorder Attributes; and Learned Helplessness and Depression. At the same time, male principals experienced Workplace Mobbing and experienced physiological symptoms and female principals experienced Workplace Bullying, which resulted in stress and anxiety related experiences. Overwhelmingly, all principals communicated an array of intense emotions and the psychological impact of their principal role, most notably fear, stress, anxiety, and numbing, Recommendations regarding how national, state, and local districts can support urban and suburban principals as they lead during chronic change were provided. Equally, recommendations were provided for urban and suburban principals to empower themselves collectively and independently. Most importantly, the study may be used to spur dialogue surrounding how optimally to support principals emotionally, professionally, and personally.