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ERIC Number: ED551556
Record Type: Non-Journal
Publication Date: 2012
Pages: 175
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-1349-7
Stress and Job Satisfaction among Secondary School Principals in Texas
Romney, Angela G.
ProQuest LLC, Ed.D. Dissertation, Dallas Baptist University
The role of a secondary school principal continues to expand and increase principals' daily workload. The high stakes testing environment also places pressure on principals to ensure that students score high on standardized tests. With a heavy workload, principals find themselves faced with numerous work-related stressors that influence job satisfaction. The purpose of this study was to identify the general stress levels, the different stress levels by the sub-categories of role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress, as well as the general job satisfaction levels of secondary school principals in Texas. The study also examined the stress levels by the following demographic characteristics: gender, race, age, experience level, socioeconomic status of the campus, and the 2011 Texas Education Agency's Academic Excellence Indicator System (AEIS) rating of the campus. Additionally, the study analyzed the relationship between principals' overall stress levels and overall job satisfaction levels. A demographic questionnaire, the Administrative Stress Index (ASI), and the Mohrman, Cooke, Mohrman Job Satisfaction Scale (MCMJSS) were the instruments used to gather data from the principals. An email with the surveys was sent to all public school secondary principals in Texas on April 11, 2012 and 655 principals responded, with 605 principals completing all three surveys. ANOVA tests, Independent sample t-tests, Brown-Forsythe test, Mann-Whitney U tests, and the Pearson correlation coefficient were all used to analyze the data in a quantitative methodological approach. The results of the study indicated that secondary school principals in Texas have a low mean overall stress level. Task-based stressors gave principals more stress, while boundary-spanning stressors caused them the least amount of stress. There were several significant differences in stress levels by race, experience level, and AEIS rating; however, there were no significant differences in stress levels by gender, age, or socioeconomic level of the campus. The overall mean job satisfaction level for principals was in the moderate to high range. There was also a negative correlation between overall stress and job satisfaction, with principals citing higher stress levels having lower job satisfaction levels. Recommendations were made related to providing additional support for principals, better preparing future administrators, and continuing research related to the workload, stress levels, and job-satisfaction of principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Academic Excellence Indicator System