Stress and Administrative Role in Educational Organizations

Abstract

Increased pressure to continue academic recognition through certification and degree programs tends to produce increases in stress-oriented behavior patterns of educational administrators. The problem for this research is: What is the relationship between selected occupational stressors and the administrative role in educational organizations? I selected a stratified random sample of public school administrators in Oklahoma for this study. I gathered data by using the Administrative Stress Questionnaire. The method of analysis is referred to as documentation, an effort to construct prototypic profiles of stress/strain components characteristic of each administrative group studied. Administrative roles are perceived as only moderately stressful. Some gender differences in stress patterns are identified along with lesser differences in the administrative roles studied. Physical activity is common and may be related to lower-than-anticipated levels of stress.