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

机译：问责制时代的主要领导力：扩展的工作职责对职能工作绩效，压力管理和总体工作满意度的影响

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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.
机译：这项研究探讨了宾夕法尼亚州西部中学校长之间压力，倦怠和应对策略之间的关系。这项研究评估了中学校长的应对技能偏好，尤其是他们的年龄，性别，婚姻状况，经验和入学率。文献综述包括有关中度至高水平压力及其原理的研究。研究人员指出，由于该级别的职责范围，初中校长的工作压力很大（Cusack，1982； Fogelson，1992； Foster，1986； Heinze，1987； Saffer，1984； Thompson，1985）。校长研究支持以下论点：特定压力水平会影响这些人。这项研究证实了初中校长面临的压力种类，并在一定程度上证实了他们希望如何应对。校长的工作世界在复杂性和数量上都在扩大。与过去相比，校长在工作上花费的时间更多，他们正在探索在充满工作风险的高风险工作环境中取得成功的方法。校长的这种不断变化的性质需要更多的时间，精明的政治，压力，问责措施，法律专业知识以及解决健康问题的能力。学校领导层对此主题的研究还不够深入。这项研究的目的是在为宾夕法尼亚州西部的中学校长完成的工作类型框架的开发上迈出了一步，同时还回顾了因问责制日益增强的竞争性质而产生的身体和情感成本这些学校领导者面临着无数的责任。目的还在于衡量工作特征，人际关系，角色压力，心理状态和任务成果对中层校长的直接和间接影响。通过在线问卷收集数据，然后由志愿者参与者进行半结构化访谈。在整个研究过程中对数据进行分析，以指导决策并确定新出现的主题。通过研究21世纪对校长的工作需求现象，教育界可以洞悉领导者与工作相关的功能行为以及他们的工作满意度。

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    Andreyko Tammy Ann;

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  • 年度 2010
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