The impact of personal interactions on the stress of school administratorsThe validation and application of an assessment tool

  1. Eloy López Meneses 1
  2. Juan J. Leiva Olivencia 2
  3. Esteban Vázquez-Cano 3
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  3. 3 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Mostrar afiliaciones +
Revista:
Intangible Capital

ISSN: 1697-9818

Año de publicación: 2017

Volumen: 13

Número: 3

Páginas: 499-522

Tipo: Artículo

DOI: 10.3926/IC.993 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Intangible Capital

Objetivos de desarrollo sostenible

Resumen

Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions. Design/methodology/approach: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been adopted, involving the selection of a group of experts, the calculation of an “expert proficiency coefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the modified Delphi method in two phases, with a sample of 30 school administrators and educational supervisors. The survey has also been subjected to a process to determine the trustworthiness and validity of the construct through exploratory and confirmatory factor analysis. Findings: The result is a 5-dimension, 31-item survey with a total score of 155 points and three measurements: low stress (1-50 points), medium stress (51-100 points) and high stress (101-155 points). The areas that generate the greatest amount of stress can be summarized in two categories: reprimanding teachers for non-performance of their duties and discipline management at the center (expulsions, bullying, fighting and drugs). Research limitations/implications: The survey was designed according to the socio-educational characteristics of the Spanish context. Further research in other educational contexts would require an adaptation of different items on the scale. Practical implications: Measuring the school administrator’s stress makes it possible to identify those functions that are more susceptible to intervention, both formative and administrative. This improves one of the key areas of school organization. Social implications: The improvement of the school institution and its governance starts with identifying those aspects that require educational interventions, but also social ones that imply a reflection on how schools in the 21st century are managed and organized. Originality/value: There are no Spanish studies that propose assessment tools to measure the stress of school administrators; in this sense, this study provides a framework for the Spanish context.

Referencias bibliográficas

  • Álvarez, M. (1993). El perfil del director en el sistema educativo español. Madrid: Universidad Nacional de Educación a Distancia. Tesis doctoral
  • Armas, M. (1996). Evaluación de necesidades formativas de los directores escolares de Galicia en el contexto de la reforma educativa. Santiago de Compostela: Universidad de Santiago. Tesis doctoral
  • Aydin, A., Sarier, Y., & Uysal, S. (2013). The Effect of School Principals' Leadership Styles on Teachers' Organizational Commitment and Job Satisfaction. Educational Sciences: Theory and Practice, 13(2), 806-811
  • Bell, L., Bolam, R., & Cubillo, L. (2003) A systematic review of the impact of school leadership and management on student outcomes. Research Evidence in Education Library. London: University of London
  • Bentler, P.M. (1990). Comparative fix indexes in structural models. Psychological Bulletin, 107, 238-246. https://doi.org/10.1037/0033-2909.107.2.238
  • Bentler, P.M. (2006). EQS Structural Equations Program Manual. Encino, CA: Multivariate Software, Inc
  • Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. En K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Models (pp. 132-162). Beverly Hills, CA: Sage
  • Cabero, J. (2014). Formación del profesorado universitario en TIC. Aplicación del método Delphi para la selección de los contenidos formativos. Educación XX1, 17(1), 109-132
  • Cabero, J., & Barroso, J. (2013). La utilización del juicio de experto para la evaluación de TIC: El coeficiente de competencia experta. Bordón, 65(2), 25-38. https://doi.org/10.13042/brp.2013.65202
  • Caldwell, B., Calnin, G., & Cahill, W. (2002). Mission impossible? An international analysis of headteacher/principal training. En N. Bennett, M. Crawford & M. Cartwright. (eds). Effective educational leadership. London: Paul Chapman & Open University
  • Caspe, M.S. (2003). How teachers come to understand families. eSchool Community Journal, 13(1), 115-131
  • Combs, J.P., Edmonson, S.L., & Jackson, S.H. (2009). Burnout among elementary school principals. AASA Journal of Scholarship and Practice, 5(4), 10-15
  • Cooper, Cl., & Kelly, M. (1993). Occupational stress in head teachers: a national UK study. British Journal of Educational Psychology, 63(1), 130-143. https://doi.org/10.1111/j.2044-8279.1993.tb01046.x
  • Cushing, K.S., Kerrins, J.A., & Johnstone, T. (2003). Disappearing principals. Leadership, 32(5), 28-37
  • De Leon, A.G. (2006). The school leadership crisis: Have school principals been left behind? Carnegie Reporter, 4(1), 1-5
  • Evans, R. (2004). Talking with parents today. Independent School, 63(3), 96-100
  • Friedman, I.A. (1995). Student behaviour patterns contributing to teacher burnout. The Journal of Educational Research, 88, 281-289. https://doi.org/10.1080/00220671.1995.9941312
  • Friedman, I.A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229-251. https://doi.org/10.1023/A:1016321210858
  • García, L., & Fernández, S. (2008). Procedimiento de aplicación del trabajo creativo en grupo de expertos. Energética, XXIX(2), 46-50
  • Giannetti, C.C., & Sagarese, M.M. (1998). Turning parents from critics into allies. Educational Leadership, 55(8), 40-42
  • Gmelch, W.H., & Swent, B. (1981). Stress and the principalship: Strategies for selfimprovement and growth. NASSP Bulletin, 65(449), 16-19. https://doi.org/10.1177/019263658106544903
  • Grubb, W.N., & Flessa, J.J. (2006). A job too big for one: Multiple principals and other nontraditional approaches to school leadership. Educational Administration Quarterly, 42, 518-550. https://doi.org/10.1177/0013161X06290641
  • Halim, L., Samsudin, M.A., Meerah, T.S.M., & Osman, K. (2006). Measuring science teachers' stress level triggered by multiple stressful conditions. International Journal of Science and Mathematical Education, 4, 727-739. https://doi.org/10.1007/s10763-005-9020-9
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. Elementary School Journal, 96(5), 527-549. https://doi.org/10.1086/461843
  • Harris, A., & Adams, T. (2007). Leavers, movers and stayers: The role of workplace conditions in mobility decisions. The Journal of educational research article, 3(4), 20-30
  • Hartman, D.M., & Chesley, G. (1998). Destressing distressed parents. Education Digest, 63(5), 25-27
  • Hildebrandt, S., Kristensen, K., Kanji, G., & Dahlgaard, J.J. (1991). Quality culture and TQM. Total Quality Management, 2(1), 1-15. https://doi.org/10.1080/09544129100000001
  • Hoyle, R.H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R.H. Hoyle (Ed.), Structural equation modeling, concepts, issues, and applications (pp. 1-15). Thousand Oaks, CA: Sage
  • Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Huber, S. & West, M. (2002). Developing school leaders: A critical review of current practices, approaches and issues, and some directions for the future. In K. Leithwood, P. Hallinger, G. Furman, P. Gronn, J. MacBeath, B. Mulford, & K. Riley. (eds.), Second international handbook of educational leadership and administration (pp. 1071-1101). Norwell, MA: Kluwer. https://doi.org/10.1007/978-94-010-0375-9_37
  • James, D.J., Lawlor, M., Courtney, P., Flynn, A., Henry, B., & Murphy, N. (2008). Bullying behaviour in secondary schools: What roles do teachers play?. Child Abuse Rev., 17, 160-173. https://doi.org/10.1002/car.1025
  • John, M.C. & Taylor, J.W. (1999, April). Leadership style, school climate, and the institutional commitment of teachers. International Forum, 2(1), 25-57
  • Landeta, J. (2002). El método Delphi: Una técnica de previsión del futuro. Barcelona: Ariel
  • Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
  • LOMCE (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE núm. 295, de 10 de diciembre de 2013
  • López, A. (2008). La moderación de la habilidad diagnóstico patológico desde el enfoque histórico cultural para la asignatura Patología Veterinaria. Revista Pedagógica Universitaria, 13(5), 51-71
  • Maslach, C. (1982). Understanding burnout: Definitional issues in analyzing a complex phenomenon. En WS. Paine (Ed), Job stress and burnout (pp. 29-40). Beverly Hills CA: Sage
  • Maslach, C. (2003). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice-Hall
  • Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
  • Mengual, S. (2011). La importancia percibida por el profesorado y el alumnado sobre la inclusión de la competencia digital en Educación Superior. Alicante: Departamento de Didáctica General y Didácticas específicas de la Facultad de Alicante
  • Merrell, K.W., Gueldner, B.A., Ross, S.W., & Isava, D.M. (2008). How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research. School Psychology Quarterly, 23(1), 26-42. https://doi.org/10.1037/1045-3830.23.1.26
  • Mulford, B., Kendall, L., Kendall, D., Lamb, S., & Hogan, D. (2001). Decision making in secondary schools. International Studies in Educational Administration, 29(3), 49-73
  • Murray, J., & Hammons, J. (1995). Delphi. A versatile methodology for conducting qualitative research. The Review of Higher Education, 18(4), 423-436. https://doi.org/10.1353/rhe.1995.0008
  • Nosheena, T. (2010). The relationship between principal leadership style and teacher occupational stress. Journal of Research and Reflections in Education, 5(2), 107-115
  • OECD (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD Publishing. https://doi.org/10.1787/9789264196261-en
  • Patton, M.Q. (1987). Depth Interviewing. En M.Q. Patton, How to Use Qualita tive Methods in evaluation (pp. 108-143). London: Sage Publications
  • Pawlas, G.E. (1996). Year-round education: Florida principal's perspectives. ERS Spectrum, 14(3), 42-74
  • Pines, A., & Aronson, E. (1988). Carrer burnout: causes and cures. New York: The Free Press
  • Potter, L., & Bulach, C. (2001). Do's and don't of parent-teacher conferences. Education Digest, 66(9), 37-40
  • Powell, C. (2003). The Delphi technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. https://doi.org/10.1046/j.1365-2648.2003.02537.x
  • Queen, J.A., & Queen, P.S. (2005). The frazzled principal's wellness plan: Reclaiming time, managing stress, and creating a healthy lifestyle. Thousand Oaks, CA: Sage Publications, Inc
  • Real Decreto (1996). Real Decreto 83/1996, de 26 de enero, por el que se aprueba el Reglamento Orgánico de los Institutos de Educación Secundaria. BOE núm. 45, de 21 de febrero de 1996
  • Rowe, G., & Wright, G. (1999). The Delphi technique as a forecasting tool. Issues and analysis. International Journal of Forecasting, 15(4), 353-375. https://doi.org/10.1016/S0169-2070(99)00018-7
  • Sarros, J.C. (1988). School administrators write about burnout: Individual and organizational implications. British Educational Research Journal, 14(2), 175-190. https://doi.org/10.1080/0141192880140207
  • Steiger, J.H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-98. https://doi.org/10.1016/j.paid.2006.09.017
  • Tejero-González, C.M.a, & Fernández-Díaz, M.aJ. (2010). Estrés laboral y dirección escolar. Escala de medición y jerarquía de estresores. Bordón, 62(1), 123-137
  • Troman, G. (2000). Teacher stress in the low-trust society. British Journal of Sociology of Education, 21, 331-353. https://doi.org/10.1080/713655357
  • Vázquez-Cano, E. (2016). Dificultades del profesorado para planificar, coordinar y evaluar competencias clave. Un análisis desde la Inspección de Educación. Revista Complutense de Educación, 27(3), 1061-1083
  • Vázquez-Cano, E. (2017). La inspección y supervisión de los centros educativos. Madrid: UNED
  • Vázquez-Cano, E., Sevillano, M.aL., & Méndez, M.A. (2011). Programar en Primaria y Secundaria. Madrid: Pearson. https://doi.org/10.5209/rev_RCED.2016.v27.n3.47400
  • Whan, L.D., & Thomas, A.R. (1996). The principalship and stress in the workplace: An observational and physiological study. Journal of School Leadership, 6(4), 444-465
  • Whitaker, K.S. (1995). Principal burnout: Implications for professional development. Journal of Personnel Evaluation in Education, 9, 287-296. https://doi.org/10.1007/BF00972643
  • Williams, P.L., & Webb, C. (1994). The Delphi technique: A methodological discussion. Journal of Advanced Nursing, 19, 180-186. https://doi.org/10.1111/j.1365-2648.1994.tb01066.x
  • Witkin, B.R., & Altschuld, J.W. (1995). Planning and conducting needs assessment: A practical guide. Thousand Oaks, Sage
Fuente de los datos: Dialnet