Abstract
It was the purpose of this study to determine if there was a difference in job-related stressors and coping strategies between elementary principals who perceive higher levels of burnout and those who do not. In addition, the purpose of this study was to determine if these differences varied among elementary principals of different age, sex, years of experience as an elementary principal, and schools of different enrollment size. This study was conducted by surveying a random sample of 335 elementary principals by a questionnaire consisting of: (1) Maslach Burnout Inventory, (2) Administrative Stress Index, (3) Potential Methods of Coping with Stress Survey, and (4) a demographic survey. Sixty percent of the elementary principals experience higher levels of burnout on one or more of the MBI subscales. Significant differences existed in stressors and in coping strategies between those perceiving higher levels of burnout and those who didn't. There were no significant differences, with few exceptions, when the demographic variables were compared with the ASI and the MBI. There were no significant differences, with few exceptions, when the demographic variables were compared to the coping themes and the MBI. A majority of elementary principals are experiencing higher levels of burnout in one or a combination of the MBI subscales. A majority of principals are experiencing a low level of burnout on each of the three MBI subscales. Respondents indicated different stressors for those perceiving low burnout and those perceiving higher levels. Respondents indicated different coping strategies for those perceiving low burnout and those perceiving higher levels. There were few differences in job stressors nor in coping strategies for elementary principals perceiving low burnout and those perceiving higher levels pertaining to the demographic variables. It is recommended that the key sources of job-related stress and the organizational variables that are related to burnout should be disseminated to principals and those responsible for the training and supervision of principals. Strategies should then be planned to offset or reduce stress and burnout related to job stress. Additional research into how the principal's role can be clarified and how burnout and stress can be reduced should be undertaken.