Occupational stress for school administrators is a phenomenon that cannot be avoided. The negative impacts of occupational stressors have been associated with physical and psychological consequences. Directors of special education are not exempt from the negative impacts of occupational stress. The purpose of this quantitative study was to investigate sources of occupational stress for directors of special education within the state of Indiana. Additionally, this study sought to identify effective coping strategies that may be utilized to reduce the negative impacts of occupational stress. This study explored the strength of the relationship between sources of occupational stress and professional performance, sources of occupational stress and professional longevity, and the relationship between types of coping strategies and perceived levels of occupational stress. Descriptive statistics and multiple regression analyses were utilized to examine these relationships. The results of this study identified that the linear combination of occupational stressors predict a significant proportion of variance in professional performance but not in professional longevity. Additionally, this study identified that the linear combination of various types of coping strategies predict a significant proportion of variance in perceived levels of occupational stress. This study adds to the existing body of research by bringing a renewed level of awareness to the importance of reducing or preventing high levels of occupational stressors for school administrators.
|Commitee:||McDaniel, Terry, Sells, Maria|
|School:||Indiana State University|
|Department:||Educational Leadership, Administration, and Foundations|
|School Location:||United States -- Indiana|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||School administration, Special education, Occupational psychology|
|Keywords:||Coping strategies, Directors of special education, Longevity, Occupational stressors, Professional performance, Special education|
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