Abstract
Purpose. One purpose of the study was to identify perceived stressors of thirteen community day school principals in San Bernardino County, as identified by the Administrative Stress Index (Gmelch 1977). A second purpose of the study was to identify coping strategies of community day school principals in San Bernardino County, as identified by the Stress Management Factor (Creal 1998). A third purpose of the study was to determine coping strategies used by the principals to manage stressors related to their physical, mental, social, and spiritual well-being. The final purpose of the study was to identify recommended coping strategies for new or aspiring community day school principals. The data were derived from two online surveys and a telephone interview. Methodology. Descriptive research design was used to collect qualitative data. Data were collected using the Administrative Stress Index, the Stress Management Factor, and an interview guide designed by the author and field-tested by experts in the field. Telephone interviews and an online survey were used to collect data from community day school principals in San Bernardino County. Findings. The key findings from these data show: (1) Community day school principals convey that they are stressed, (2) the top four stressors are: failing to complete reports and other paper on time; too heavy a work load; daily interruptions; and writing memos, letters, and other communications, (3) time was an issue, (4) principals who were in the profession more than five years and who were fifty years old or older were less stressed than younger principals, (5) principals relied upon exercise and physical work to cope and effectively reduce stress, (6) principals agreed that job stress had a negative effect on family and relationships. Conclusions and recommendations. Community day school principals need to increase their involvement in nonwork related activities and identify healthy stress-free coping strategies. Superintendents and administrations must provide resources to minimize job-related stressors for community day school principals and create a support group for new principals. Data obtained by this research might be added to the body of knowledge when considering professional and staff development for community day school principals.