Abstract
Purpose. The primary purpose of this study was to identify factors contributing to administrative stress and determine which factors were most important as perceived by elementary principals on the Administrative Stress Index. It was also the purpose of this study to determine if there was a significant difference between stress factors identified by elementary principals on a traditional calendar and those on a year-round calendar. A third purpose was to determine if there were significant differences between elementary principals when comparing school size (ADA), the number of years at a given school site, the years of experience as a principal, number of contracted work days, and on-site administrative support. The study also sought to determine significant differences when comparing age, gender, marital status, number and ages of children in the household, and level of principal's education. Methodology. A combination of descriptive and ex post facto research was used in this study. Using an adaptation of the Administrative Stress Index, a random sample of 276 elementary principals from traditional and year-round schools in California was surveyed. The data were analyzed using a one-way Analysis of Variance to determine significant differences and a Scheffe post hoc test was used when necessary. Findings. Five dominant factors were identified as creating most stress for elementary principals: (1) a lack of adequate time to do their job without cutting into personal time; (2) as indicated by open-ended responses--"lack of down time" from year-round administrators; (3) principals with less than three years experience indicated higher stress than principals with more experience; (4) principals in the 37-50 year old group were more stressed than those principals who were older or younger; (5) female principals indicated significantly higher stress levels on eight of twenty-five items than male principals. Conclusions and recommendations. School districts and superintendents who wish to support elementary principals should consider: (1) paying principals for more contracted days; (2) providing year-round administrators with an opportunity for "down time" by rotating them to traditional calendars or providing an interim principal for one month each year; (3) providing new administrators with mentors or an "induction program" to help them through the first three years; (4) providing all principals time and financial support to have an opportunity to think, reflect, read, and problem solve with others.