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PRINCIPAL LEADERSHIP IN THE ACCOUNTABILITY ERA: INFLUENCE OFEXPANDING JOB RESPONSIBILITIES ON FUNCTIONAL WORK PERFORMANCE,STRESS MANAGEMENT, AND OVERALL JOB SATISFACTION

Andreyko, Tammy Ann (2010) PRINCIPAL LEADERSHIP IN THE ACCOUNTABILITY ERA: INFLUENCE OFEXPANDING JOB RESPONSIBILITIES ON FUNCTIONAL WORK PERFORMANCE,STRESS MANAGEMENT, AND OVERALL JOB SATISFACTION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This study examined the relationship of stress, burnout, and coping strategies among middle school principals in Western Pennsylvania. This study assessed coping skill preferences among middle school principals, especially regarding their age, gender, marital status, experience, and school enrollment. A review of the literature included studies regarding moderate to high levels of stress and the principal. Researchers indicated that the middle school principal's job is very stressful due to the scope of responsibilities at that level (Cusack, 1982; Fogelson, 1992; Foster, 1986; Heinze, 1987; Saffer, 1984; Thompson, 1985). Studies of principals support the proposition that specific stress levels can affect these individuals. This study confirms the kinds of stress middle school principals face and to some extent, how they prefer to cope with it. The work world of principals has expanded in both complexity and quantity. Principals are spending more time on the job than they had in the past, and they are navigating ways to be successful in the high stakes work context that has permeated the job. This changing nature of the principalship has required more time, political savvy, stress, accountability measures, legal expertise, and the ability to deal with health concerns. This particular theme is not well researched in school leadership. The intent of this study was a step on the way to developing a framework for the type of work that is done by middle school principals in Western Pennsylvania, while also reviewing the physical and emotional costs that are derived from the competitive nature of increased accountability along with the myriad of responsibilities faced by these school leaders. The purpose was also to measure the direct and indirect effects of job characteristics, interpersonal relationships, role stress, psychological states, and task outcomes on middle level principals. Data were collected by an online questionnaire and followed by semi-structured interviews by volunteer participants. Data were analyzed throughout the study to guide decisions and determine emergent themes. By studying the phenomenon of work demands on principals in the 21st Century, the educational community gains insight into the functional work-related behaviors of leaders and their level of job satisfaction.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Andreyko, Tammy Anntaa23@pitt.eduTAA23
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTananis, Cynthia
Committee MemberMilller, Brian
Committee MemberTrovato, Charlene
Committee MemberGunzenhauser, Michael
Committee MemberBickel, William
Date: 10 December 2010
Date Type: Completion
Defense Date: 22 November 2010
Approval Date: 10 December 2010
Submission Date: 30 November 2010
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Functional Work Performance; Principal; Satisfaction; Accountability; Job Stress
Other ID: http://etd.library.pitt.edu/ETD/available/etd-11302010-153747/, etd-11302010-153747
Date Deposited: 10 Nov 2011 20:07
Last Modified: 15 Nov 2016 13:52
URI: http://d-scholarship.pitt.edu/id/eprint/9894

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