Abstract
Purpose. The purpose of this replication study was to determine the degree to which Title I High Achieving Award elementary school principals used stress-inducing strategies as a means of initiating stress reactions to facilitate change in the behaviors of individuals and/or groups. In particular, this study examined the stress-inducing categories of authoritative command, evaluation, norm discrepancy, sanction, and targeting. In addition, the study compared the results of the current study with the results of Dr. DeVore's 1994 dissertation study. Methodology. The subjects in the present study were 117 elementary school principals whose schools were recognized with the 2004 California Title I High Achieving Award. Subjects responded to a survey to determine to what degree the principals used the stress-inducing categories of authoritative command, evaluation, norm discrepancy, sanction, and targeting as successful tools in the change process. Findings. Examination of quantitative data from the principals indicated they used all of the stress-inducing strategies. Secondly, the strategy of norm discrepancy was most likely to be used while the strategy of sanction was least likely to be used in all scenarios. In addition; there was a difference between the scenarios with individual or group change and site-based or mandated change. Finally, there was no significant difference in the conclusions of the DeVore study and the current study, except for the use of authoritative command. Conclusions. The study data support the conclusion that elementary principals in Title I High Achieving Award schools use the stress-inducing strategies of authoritative command, evaluation, norm discrepancy, sanction, and targeting as a positive tool to create change. Recommendations. Further research is advised to better describe the demographic information of the principals in the study. Also, it is recommended that the study be replicated with a comparison of elementary to secondary school principals and low- to high-achieving principals. Finally, a similar study should be conducted using the framework established in this and DeVore's study to determine if there are any other stress-inducing strategies being used by principals to facilitate change.