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An investigation of administrative stress and coping in British Columbia elementary and secondary public school principals Allison, Donald Grant
Abstract
The purpose of this study was to investigate administrative stress and coping in British Columbia elementary and secondary public school principals. Three research questions were posed: (1) How does administrative stress affect British Columbia public school principals? (2) What coping strategies do British Columbia school principals use to moderate the effects of stress? and (3) How do personal and environmental variables interact with stress and coping? A three-part questionnaire was mailed to the population of 1455 public school-based principals in B.C.. The questionnaire consisted of the Administrative Stress Index (ASI), the Coping Preference Scale (CPS), and the Demographic and Biographic Inventory. The response rate to the questionnaire was 44.2% (n = 643). The findings show that the typical principal perceives that approximately 80% of his total life stress is job related. Approximately 50% of the respondents have seriously considered leaving school administration. The overall stress level reported by school principals on the ASI is moderate. The greatest sources of stress are found to relate to heavy workload and lack of time, parent/school conflicts, and administering the negotiated contract. When items on the ASI are ranked according to their item means, nine of the top ten stressors identified are the same as those reported in other studies reviewed in the literature. The only exception is that, "administering the negotiated contract," is ranked among the top ten by B.C. principals. There is an inverse relationship between administrative stress and reported use of coping techniques. Principals reporting low stress scores have a significantly greater repertoire of coping techniques than do principals with high stress scores. When items in the CPS are classified according to the seven coping factors, the most popular coping techniques were found to be: keeping a realistic perspective, maintaining a positive attitude, following a good physical health program, and engaging in activities that support intellectual, social, and spiritual growth. Less popular coping strategies include: activities that require increased effort, time management and organization, and withdrawal and recharging techniques. A multiple regression analysis reveals that five of the personal and environmental variables can be combined to predict the total ASI score. Principals who perceive that administrative isolation is a problem for them, who report greater percentages of stress due to their jobs, who have seriously considered leaving school administration, who feel that they are under greater stress than other members of their community, and who report they have other relatives dependent upon them, are more likely to have higher stress scores. The following conclusions were stated: (1) The majority of B.C. school principals are able to deal satisfactorily with their job-related stress. (2) Principals need increased emotional and social support from their colleagues. (3) Managing and working within the constraints of negotiated collective agreements is a major source of stress for B.C. public school principals. (4) If school principals responsibilities are increased while their administrative time and support are not increased proportionately, greater stress for school principals is an inevitable result. (5) Principals who have more extensive coping repertoires are more likely to be in better health and experience lower levels of stress. (6) Person-Environment Fit Theory provides a useful model for investigating administrative stress and coping.
Item Metadata
Title |
An investigation of administrative stress and coping in British Columbia elementary and secondary public school principals
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1995
|
Description |
The purpose of this study was to investigate administrative stress and coping in British
Columbia elementary and secondary public school principals. Three research questions were
posed: (1) How does administrative stress affect British Columbia public school principals? (2)
What coping strategies do British Columbia school principals use to moderate the effects of
stress? and (3) How do personal and environmental variables interact with stress and coping?
A three-part questionnaire was mailed to the population of 1455 public school-based
principals in B.C.. The questionnaire consisted of the Administrative Stress Index (ASI), the
Coping Preference Scale (CPS), and the Demographic and Biographic Inventory. The response
rate to the questionnaire was 44.2% (n = 643).
The findings show that the typical principal perceives that approximately 80% of his total
life stress is job related. Approximately 50% of the respondents have seriously considered leaving
school administration. The overall stress level reported by school principals on the ASI is
moderate. The greatest sources of stress are found to relate to heavy workload and lack of time,
parent/school conflicts, and administering the negotiated contract. When items on the ASI are
ranked according to their item means, nine of the top ten stressors identified are the same as those
reported in other studies reviewed in the literature. The only exception is that, "administering the
negotiated contract," is ranked among the top ten by B.C. principals.
There is an inverse relationship between administrative stress and reported use of coping
techniques. Principals reporting low stress scores have a significantly greater repertoire of coping
techniques than do principals with high stress scores. When items in the CPS are classified
according to the seven coping factors, the most popular coping techniques were found to be:
keeping a realistic perspective, maintaining a positive attitude, following a good physical health
program, and engaging in activities that support intellectual, social, and spiritual growth. Less
popular coping strategies include: activities that require increased effort, time management and
organization, and withdrawal and recharging techniques.
A multiple regression analysis reveals that five of the personal and environmental variables
can be combined to predict the total ASI score. Principals who perceive that administrative
isolation is a problem for them, who report greater percentages of stress due to their jobs, who
have seriously considered leaving school administration, who feel that they are under greater
stress than other members of their community, and who report they have other relatives
dependent upon them, are more likely to have higher stress scores.
The following conclusions were stated: (1) The majority of B.C. school principals are able
to deal satisfactorily with their job-related stress. (2) Principals need increased emotional and
social support from their colleagues. (3) Managing and working within the constraints of
negotiated collective agreements is a major source of stress for B.C. public school principals. (4)
If school principals responsibilities are increased while their administrative time and support are
not increased proportionately, greater stress for school principals is an inevitable result. (5)
Principals who have more extensive coping repertoires are more likely to be in better health and
experience lower levels of stress. (6) Person-Environment Fit Theory provides a useful model for
investigating administrative stress and coping.
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Extent |
8741677 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-01-18
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0064581
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1995-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.