Stressors and Coping Mechanism of Private School Principals in San Jose City, Nueva Ecija, Philippines
DOI:
https://doi.org/10.70059/dc5jfx55Keywords:
Budgeting, Communication, Coping Mechanisms, Decision making, Mindful-Based Stress Reduction, Planning, Principals, SelfCare, Stressors, Technology.Abstract
School principals can experience emotional stress in many
ways. As the Management Information System Officer who shares an
office with the principal, the researcher observed how stressful it can be.
As the leader of the school, he/she may suffer stress from the problems
with the teachers and staff, in the improvement of the physical wellbeing of the school, submission of necessary school forms, and how
he/she can abide the orders from the owners of the school and the
Department of Education. This led to the researcher's desire to conduct
this study. Coping was necessary for school principals to continue with
their everyday operations, and they carried the responsibility of making
the school run smoothly with their leadership and guidance. This study
was conducted from March to April 2023, focusing on principals in 12
private schools in San Jose City, Nueva Ecija, Philippines. This study
employed the qualitative type of research, particularly the
phenomenological approach of the Private School Principals in San Jose
City, Nueva Ecija, Philippines; there are ten females and two males; 10
are married, and two are single, 4 of them have a Master’s Degree, 8 of
them have Bachelor’s Degree and their age ranged from 21-60 years old.
The everyday stressors and problems associated with the administrative
responsibilities of private school principals who were participants in this
study were budgeting and decision-making in terms of administrative
responsibilities, communication in terms of interpersonal relationships,
and technology in terms of instructional supervision. Also, this study
aimed to suggest a coping mechanism program to help principals cope
with stress. The researcher also recommended the Mindfulness-Based
Stress Reduction (MBSR) program.
References
Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource
for school reform. Educational Leadership, 60(6), 40-45.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of
empirical research. Journal of Educational Administration,
(2), 125-142.
Johnson, A. B., Smith, C. D., & Brown, E. F. (2022). Stress and wellbeing in educational leadership: A longitudinal study. Journal of
Educational Leadership, 10(3), 123–145.
Kiecolt-Glaser, J. K., McGuire, L., Robles, T. F., & Glaser, R. (2002).
Emotions, morbidity, and mortality: New perspectives from
psychoneuroimmunology. Annual Review of Psychology,
(1), 83–107.
Lawler, M. (2023). What is Self-Care, and Why is it Important for Your
Health? https://www.everydayhealth.com/self-care/
O'Brien, T. B. (2008). Does planning interfere with performance, or does
performance interfere with planning? Journal of Personality and
Social Psychology, 94(4), 670–686.
https://doi.org/10.1037/0022-3514.94.4.670
Owens, C. M., & Steinhoff, P. (2017). School Principals' Budgeting
Practices and Challenges. Journal of Education Finance, 42(1),
-4
Sergiovanni, T. J. (2003). Moral leadership: Getting to the heart of
school improvement. Jossey-Bass.
U.S. National Library of Medicine. (2020). MedlinePlus: Trusted Health
Information for You. Retrieved from Learn to Manage Stress:
https://medlineplus.gov/ency/article/001942.htm
Zhao, Y., Pugh, K. J., Sheldon, S., & Byers, J. L. (2002). Conditions for
classroom technology innovations. Teachers College Record,
(3), 482-515
