Abstract
Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies” than the normative value. Compared to deputy headmasters, headmasters obtained higher mean results for “planning” and “religion”, and lower results for “behavioral disengagement”. Respondents with longer job seniority in a managerial position, obtained a higher mean for “use of instrumental support” and lower for “religion”. Compared to respondents employed in private schools, people in the public education sector are more likely to use “behavioral disengagement” and less their “sense of humor”. The respondents working in primary schools scored higher on average for “use of instrumental support” and “problem-focused strategies”. It would be advisable to compare the results with the teachers and the persons holding managerial positions in institutions and organizations not related to education.
Highlights
Stress is one of the most common problems of the modern world, viewed as a disease of the century [1]
The current study aimed to close the gap between what is already known about coping strategies used by headmaster and deputy headmaster practices, and how people working in managerial positions in schools and educational establishments deal with stress during the COVID-19 pandemic
Compared to the normative value [39], headmasters and deputy headmasters who participated in the study are more likely to use coping strategies such as “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies”
Summary
Stress is one of the most common problems of the modern world, viewed as a disease of the century [1]. It is observed that occupational stress is a very frequent issue among employees and its detrimental impacts on human wellbeing are increasing rapidly nowadays as compared to previous decades [2]. In Europe, work stress problems rank second after musculoskeletal disorders [3]. It is indicated that occupational stress leads to absenteeism, low job satisfaction, decreased work productivity and quality decline, retirement intentions, interpersonal difficulties, poor organizational performance and illnesses such as depression, insomnia, and heart disease [4,5]. Clipa [6] showed that Romanian teachers experience high levels of stress, almost half of them being tempted to give up this profession. Senior leaders reported the highest levels of stress in 2019
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