Job-related stress and coping resources identified by new principals

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dc.contributor.advisor Kowalski, Theodore J. en_US Lindquist, Carolyn Young en_US
dc.coverage.spatial n-us-in en_US 2011-06-03T19:28:14Z 2011-06-03T19:28:14Z 2000 en_US 2000
dc.identifier LD2489.Z64 2000 .L56 en_US
dc.description.abstract 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. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xiv, 150 leaves : facsims. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh School principals -- Job stress -- Indiana. en_US
dc.subject.lcsh Stress management. en_US
dc.subject.lcsh School principals -- Indiana -- Conduct of life. en_US
dc.title Job-related stress and coping resources identified by new principals en_US
dc.title.alternative Job stress in new principals en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3145]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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