Suppressing and sharing: how school principals manage stress and anxiety during COVID-19

ABSTRACT

The purpose of this study was to better understand how school principals in the United States (U.S.) describe and manage their stress and anxiety during the COVID-19 pandemic. Data come from 31 interviews with 16 public school principals in the U.S. state of New Jersey. An analysis of the data shows principals have experienced increased levels of stress and anxiety since the pandemic began. The principals describe managing this increased stress and anxiety in two prominent ways: (1) suppressing much of this stress and anxiety in an effort to put on a brave face for students, teachers, parents, and the community; and (2) relying on activities and individuals outside of their school (family members/other principals in the district) as outlets to help manage their stress and anxiety. The findings of this work have several practical implications, including the need for formalised stress and anxiety supports for school principals, particularly during times of crises.

KEYWORDS:

• Leadership
• COVID-19
• principal
• stress/anxiety

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

David B. Reid

David B. Reid’s research focuses on teacher and principal leadership and specifically how teachers and school leaders make sense of the policies they are asked to implement. Dr. Reid is currently researching the evolving job expectations/requirements of school leaders. His work has appeared in various academic journals and books.