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RISS 인기검색어
- 검색키워드
- 저자 : Welmers, John A., Jr (검색결과 1 건)
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Predicting principal's stress (North Carolina)
Welmers, John A., Jr East Carolina University 2005 해외박사(DDOD)
This study examined the extent to which a relationship exists between North Carolina's principal's demographic constructs of age, gender, years of experience, public school classification, North Carolina's ABC's and federal NCLB program status and dimensions of stress as measured by a modified Administrative Stress Index (ASI). Analysis was completed on data obtained by surveying a random sample of elementary, middle, and high school principals employed during the 2004/2005 school year with the characteristics of gender and school grade level used to create a stratified sample group. The researcher added seven statements to the Administrative Stress Index in order to examine the categories of Administrative Complaints, Administrative Responsibility, Role Expectations, Interpersonal Relations, Intrapersonal Conflicts and Reform Constraints. Reliability coefficients indicate the survey items were significantly correlated to one another within the individual subheadings of the ASI and with the additional seven questions added under the sub heading of Reform Constraints. Demographic characteristics were combined with dimensions of stress and analyzed. Three additional survey questions asked principals to report the perceived extent to which current educational reform affects their individual stress levels. A relationship does not exist between the demographic constructs of age, years of experience, school classification, or school status based on accountability measures and principals reported stress. A majority of principals indicate their perceived levels of stress significantly increased due to the implementation of recent reform programs. The findings support the conclusion that North Carolina's principal's generally report experiencing low to moderate job-related stress with high levels of stress being reported in areas concerning time management, meeting day to day responsibilities, working with staff, being compared to other schools, complying with state, federal and organizational rules, being held responsible for test scores, and feeling school is a failure if test scores are low. Recommendations were made relating to the development of principal training and support, the use of individual strategies within principal's professional areas to control or alleviate stress, and to future research.
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