A correlation study between leadership style and stress in high school principals in Indiana

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dc.contributor.advisor Malone, Bobby G. en_US
dc.contributor.author Price-Koschnick, Julie en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:30:06Z
dc.date.available 2011-06-03T19:30:06Z
dc.date.created 2002 en_US
dc.date.issued 2002
dc.identifier LD2489.Z64 2002 .P75 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179776
dc.description.abstract This researcher examined the correlation between leadership style and stress encountered by Indiana high school principals responsible for students in grades nine through twelve only. A review of the literature revealed a considerable amount of literature was written relevant to administrators and stress during the 1970's and 1980's. However, a large portion of that literature was based on opinion and not research. The flurry of writing and research that emerged during the 1970's and 1980's was not extended as fervently into the 1990's or the new millennium.In attempts to reform schools, the principal's role is at the forefront of the change effort. Change carries with it increasing obligations and responsibilities. Principals are also working in an environment of high accountability pressuring them to improve student achievement. The high demand for increased accountability and the growing responsibilities have translated into new sources of stress for administrators.Leadership was categorized into four major leadership styles based on the ABC Leadership Assessment: Controller, Team Builder, Manager, and Creator. Stress was characterized according to a factor analysis of the Administrative Stress Index which categorized stress as task-oriented or relationship-oriented.The research hypothesis was stated in the null as the researcher had no predisposition to the direction of the relationship between levels of perceived stress and types of leadership style. Data were collected from 26 principals in the East Central Indiana Public School Study Council. The ABC Leadership Assessment survey was used to measure the independent variable (leadership style). The Administrative Stress Index survey was utilized to measure the dependent variable (stress).A significant correlation was found between two of the four leadership styles and the level of perceived stress of the participating high school principals. The two significant correlations were found to exist with the Controller and Creator Leadership styles and stress. Principals who scored themselves as possessing the Controller Leadership style demonstrated a positive relationship in both task-oriented and relationship-oriented stress. An inverse relationship for principals who rated themselves as possessing high leadership skills in the Creator Leadership style was also revealed through the data.The analysis of the stress survey from this study revealed a top loading of stressors in the task-oriented category as did the stress survey analysis conducted by Swent and Gmelch (1977) and Brimm (1983). The stress factor, disciplining staff, was added to the Administrative Stress Index by this researcher based on personal experience. A major finding relevant to this study was the fact that the administrators ranked disciplining staff as the number one perceived stressor. Administrators participating in this study confirmed that disciplining teachers is a major stressor in today's demanding and changing educational environment. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent ix, 146 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Educational leadership -- Indiana -- Case studies. en_US
dc.subject.lcsh High school principals -- Indiana -- Job stress -- Case studies. en_US
dc.title A correlation study between leadership style and stress in high school principals in Indiana en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1247888 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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