This study identifies specific coping techniques helpful to educators in handling the tensions of their jobs, clusters the reported techniques into coping categories, assesses the number and frequency of coping techniques used by educators, and identifies similarities and differences in coping responses. (Author/TE)

Describes the most frequent stress producers identified by school administrators. Suggests four areas that warrant further training and improvement--time management, interpersonal relations, community relations, and coping with rules and regulations. (Author/WD)

Findings of a study that examined the relationship of administrative role conflict and ambiguity with stress and burnout are presented in this paper. A survey sent to 1,000 Washington State administrators (250 each from the following groups--elementary, junior, and senior high school principals; and superintendents) elicited 741 returns, a 74…

Findings of a study that investigated the effect of administrative stressors on administrators' coping responses and the consequences of those responses are presented in this paper. Based on the managerial stress cycle model (Gmelch 1982), the study uses the transactional perspective, which views stress as an individual's physiological or…

When properly managed, stress can serve as a key to successful job performance. This book explores the link between pressure and performance in schools. It shows how to recognize stress as both a facilitator and debilitator of effective performance. Chapter 1 serves as a personal stress checkup. Chapter 2 explores the myths of administrative…

This paper presents findings of a study that: (1) identified the most salient organization, personal, and professional factors contributing to administrator burnout; and (2) determined the relationship among these variables to each of the three dimensions of burnout. Data were obtained from a survey of 1,000 school administrators--169 elementary…