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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. .
One hundred percent of teachers interviewed for this study reported that the teaching profession is stressful, with 72% describing the profession as extremely or very stressful. This study recognizes and investigates the stressors that affect primary school teachers, and identifies the coping behaviors that are used in response to these stressors. A mixed method design was used to assess stress and coping behaviors among current primary school teachers. Two quantitative focus groups provided insight into stress and coping behaviors through the perspectives of current primary school teachers at a specific school in rural North Carolina. A quantitative pilot survey was then administered to measure the responses and coping strategies that primary school teachers employ when stress is present in the workplace. The results indicate that unrealistic expectations set forth by school officials and parents are the most frequent source of stress followed by excessive paperwork, and school administration. The results also indicate that primary school teachers will most often employ neutral coping behaviors, followed by positive coping behaviors and negative coping behaviors. With these stressors being a part of the teaching profession, it is suggested that primary school teachers participate in stress management educational programs in order to more effectively handle stress.