Stress and burnout of principals who lead historically underperforming schools

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dc.contributor.advisorReyes, Pedro, 1954-
dc.contributor.committeeMemberDeMatthews, David
dc.contributor.committeeMemberCruz, Paul
dc.contributor.committeeMemberAdams, Felicia
dc.creatorWilson, Angel S.
dc.creator.orcid0000-0002-8589-3519
dc.date.accessioned2022-07-08T18:16:19Z
dc.date.available2022-07-08T18:16:19Z
dc.date.created2022-05
dc.date.issued2022-05-05
dc.date.submittedMay 2022
dc.date.updated2022-07-08T18:16:20Z
dc.description.abstractPrincipals face high levels of insistent stress in the workplace. Consistent with the research, major principal stressors include the inability to control the day (Grady, 2004; Whan & Thomas, 1996), managing the needs and traumas of others (DeMatthews et al., 2019; Sprang et al., 2011), responding to pressures to perform with high stakes testing accountability (Boyland, 2011; Combs et al., 2009), balancing managerial duties (Catano & Stronge, 2006; Hallinger, 2003), and leading instructionally (Barkman, 2015; Marzano, Waters, & McNulty, 2005; Mahfouz, 2020). Aside from the teacher, the principal is one of the most influential factors for student academic outcomes and optimal success. Given the current academic state of many historically underperforming schools, there is a high demand for rapid, sustainable change on top of the already strained workload of the principal. Consequently, research trends reveal that principal turnover rates are exponentially high in chronically underperforming campuses (Armenta & Reno, 1997; Pounder & Merrill, 2011). With a growing number of exiting principals, specifically in turnaround schools, there is a dire need to retain and support principals. Principal effectiveness significantly impacts student achievement; therefore, it is critical for the field to understand best practices to sustain the role. This study examined the impact of stress and burnout on principals who lead historically underperforming schools. This study expanded on current research by identifying major stressors that principals face in the workplace and best practices for stress management. This study provided contributions to the literature by discovering the meaningful role that leadership teams play in helping the school principal to manage stress and burnout. This study also uncovered new principal stressors related to the COVID-19 pandemic. Findings of this study suggest that district leadership, secondary trauma, and state accountability pressures contribute significantly to the stress level of the principal. Findings indicate that principals can effectively mitigate stress and burnout through daily personal commitments. And finally, this study provides recommendations to school districts on how to best support the mental health and wellbeing of principals through strategic planning, redefining the principal supervisor role, and prioritization of social emotional competencies for principal professional development.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/114805
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/41708
dc.language.isoen
dc.subjectStress
dc.subjectBurnout
dc.subjectPrincipal
dc.subjectTurnaround principal
dc.subjectTurnaround school
dc.subjectLow performing school
dc.subjectHistorically underperforming school
dc.subjectSchool reform
dc.subjectHigh stakes testing
dc.subjectAccountability
dc.subjectPrincipal sustainability
dc.subjectPrincipal retention
dc.subjectPrincipal turnover
dc.subjectSTAAR
dc.subjectSchool reform
dc.subjectPrincipal supervisor
dc.subjectSocial emotional
dc.subjectMindfulness
dc.subjectSelf care
dc.subjectPrincipal support
dc.subjectProfessional development for principals
dc.subjectSchool district support for principals
dc.titleStress and burnout of principals who lead historically underperforming schools
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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