http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
investigation of leadership practices and job-related stressors of selected Texas 5A high school principals
xiii, 148 leaves : illustrations ; 28 cm.
The primary purposes of this study were to determine the leadership practices of Texas 5A high school principals, as well as the relationship of job-related stress to leadership. The research study for leadership practices was based upon the research of Kouzes and Posner and their 30 question survey instrument, the Leadership Practices Inventory-Self. From this survey, five leadership practices were identified in the 119 principals of Texas 5A high schools who responded to the survey. Of particular note in this study was the fact that female principals recorded higher self-reported scores on all five leadership practices when compared to their male colleagues. Both female and male principals rated themselves as either moderate or high users of all of the leadership practices identified by Kouzes and Posner as measured by the Leadership Practices Inventory - Self. The results of the study indicate that very few districts provide any professional development or programs to help principals deal with stress as it relates to the job of being a building principal. Little difference was found between the number of economically disadvantaged students that were being served by the campus principals and the type of stressors experienced by those principal groups. This information was gained by analyzing the data from this researcher-designed 20 statement stressor survey. The data revealed that female principals tend to deal with job-related stress by communicating with colleagues about job-related problems as their number one way to cope with stress, while male principals at the 5A level reported using exercise or engaging in hobbies as the number one method they use to cope with stress. The data analysis revealed for those whose campus' ratings from the Texas Education Agency were higher, reported both less task-oriented and relationship-oriented stress than did those whose ratings were lower. Those who had campuses with an exemplary rating reported less stress than those in the recognized and lower rating categories; while those in the recognized category reported less stress than those with acceptable ratings, and those with acceptable ratings less stress than those reporting having a low performing rating.
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 123-130).