Abstract
Purpose. The purpose of the study was to determine if there was a significant difference between Northern California special education administrators and elementary principals in their perceptions of job-related stress, and symptoms of burnout. Differences within and between special education administrators and elementary principals were also examined in terms of the demographic variables: age, gender, role diversity, and size of district enrollment. Methodology. Random samples of Northern California special education administrators and elementary principals were surveyed on the Maslach Burnout Inventory-Human Services Survey (MBI-HSS), the Administrative Stress Index (ASI), and a personal data sheet. Descriptive, parametric and nonparametric statistical techniques were used to answer the study's research questions. Findings. (1) There were no significant differences between elementary principals' and special education administrators' levels of job-related stress as measured by the ASI. (2) Special education administrators showed significantly elevated levels of Emotional Exhaustion and Depersonalization, and a significantly decreased level of Personal Accomplishment on the MBI-HSS compared to the elementary principals. (3) No significant differences were present among the special education administrators in their perceptions of stress as measured by the ASI on the demographic variables. (4) Female elementary principals showed a significantly elevated level of task-based stress on the ASI relative to males. (5) There were no significant differences between special education administrators and elementary principals in their perceptions of stress as measured by the ASI. (6) There were no significant differences among elementary principals in their perceptions of burnout, as measured by the MBI-HSS, in terms of the demographic variables. (7) There were no significant differences in perceptions of burnout among special education administrators on the MBI-HSS. (8) Special education administrators with more than one duty showed significantly elevated Emotional Exhaustion and significantly decreased Personal Accomplishment compared to the principals. Conclusions and recommendations. (1) Elementary principals and special education administrators showed moderate levels of burnout. (2) Special education administrators experienced more job-related stress than the principals. Personnel managers need to be alerted to Emotional Exhaustion and Depersonalization feelings among both groups of administrators. Balance between the administrators' personal and professional lives was recommended. The workloads of both groups need to be adjusted.