Suppressing and sharing: how school principals manage stress and anxiety during COVID-19

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-09-12 DOI:10.1080/13632434.2021.1974827

D. B. Reid

引用次数: 25

Abstract

ABSTRACT The purpose of this study was to better understand how school principals in the United States (U.S.) describe and manage their stress and anxiety during the COVID-19 pandemic. Data come from 31 interviews with 16 public school principals in the U.S. state of New Jersey. An analysis of the data shows principals have experienced increased levels of stress and anxiety since the pandemic began. The principals describe managing this increased stress and anxiety in two prominent ways: (1) suppressing much of this stress and anxiety in an effort to put on a brave face for students, teachers, parents, and the community; and (2) relying on activities and individuals outside of their school (family members/other principals in the district) as outlets to help manage their stress and anxiety. The findings of this work have several practical implications, including the need for formalised stress and anxiety supports for school principals, particularly during times of crises.

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抑制和分享:学校校长如何在COVID-19期间管理压力和焦虑

本研究的目的是更好地了解美国校长在COVID-19大流行期间如何描述和管理他们的压力和焦虑。数据来自对美国新泽西州16所公立学校校长的31次采访。对数据的分析显示，自大流行开始以来，校长们的压力和焦虑程度有所增加。校长们用两种主要的方法来描述如何处理这种增加的压力和焦虑:(1)压抑大部分的压力和焦虑，努力在学生、老师、家长和社区面前摆出一副勇敢的面孔;(2)依靠学校以外的活动和个人(家庭成员/学区其他校长)来帮助他们缓解压力和焦虑。这项工作的发现有几个实际意义，包括学校校长需要正式的压力和焦虑支持，特别是在危机时期。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.