Abstract
Purpose. The purpose of this study was to identify the coping strategies utilized by personnel administrators in public education to manage job pressures. Methodology. A self-report study was developed which used a survey instrument designed to identify coping strategies used by personnel administrators to manage job pressures. Components of the instrument included coping strategies, personnel functions, and job pressures. The population consisted of 85 personnel administrators in 49 school districts in Northern California; 76% (60) responded. Data were analyzed using the ANOVA and Scheffe' Tests of differences and the Phi Coefficient to test relationships. Findings. The findings demonstrated that: (1) personnel administrators utilized all of the coping strategies to manage job pressures identified as role, task, conflict mediating and boundary spanning pressures; (2) Forty percent (40%) of the personnel administrators identified employee relations as the greatest source of pressure; (3) No significant differences were found at the.05 level between the age of participants and the utilization of coping strategies; (4) Significant differences at the.05 level were found between gender, specific experience groups, and specific ethnic groups in the use of specific supervisor support strategies, co-worker support strategies, and humor as a strategy, respectively; (5) Relationships were found between specific coping strategies and the personnel functions of recruitment and selection, negotiations, benefits and compensation and training. Conclusions. A general conclusion is that personnel administrators utilize a variety of coping strategies to manage job pressures. The utilization of specific coping strategies varied according to gender, ethnicity, personnel function, and the type of job pressure.