Abstract
Problem and purpose. Overcoming individual or group resistance to change is necessary to craft successful change episodes. The need for positive stress or pressure to overcome the resistance is established in change literature. Research has indicated that principals viewed stress as a negative. This study determined the degree to which 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 five stress-inducing categories of authoritative command, evaluation, norm discrepancy, sanctions, and targeting. Methodology. Descriptive and ex post facto research were used in the design. Seventy-five elementary, junior high/middle school, and high school principals of SB 1274 Restructuring Grant recipient schools were included in the study. Fifty-three principals responded on a Likert scale to a five change scenario questionnaire. The data were analyzed using descriptive statistics, t-Test of Difference, and One Way Analysis of Variance. Findings and conclusions. The data supported that the five stress categories of authoritative command, evaluation, norm discrepancy, sanctions, and targeting are functional. The five categories of stress were used by principals in a positive manner as evidenced by their multiplicity of use in different situations. Principals used evaluation, norm discrepancy, and targeting more frequently than authoritative command and sanctions. Evaluation emerged as the most frequently selected stress-inducing strategy for individual behavioral changes. A significant difference existed between the female and male principals' use of targeting for various change scenarios. Managers can use the stress framework supported by this study for selecting positive stress-inducing strategies to successfully craft behavioral changes in individuals or groups.