STRESS: SOURCES, SYMPTOMS AND ALLEVIATORS AS REPORTED BY SELECTED PUBLIC SCHOOL ADMINISTRATORS IN THE STATE OF FLORIDA

The purpose of this study was to determine the prevalence of stress reported by public school administrators in the State of Florida. The statistical analysis was directed at the sources of stress identified, the symptoms of stress reported and the stress alleviators enumerated by the sample group. Comparisons were made on the interrelationship of these three factors. Additional comparisons were made between reported sources, symptoms, and alleviators of stress when considering these variables: age, sex, length of administrative experience, school level, school size, school racial population and level of administrative responsibility (job position). A ninety-two item questionnaire was mailed to a stratified random sampling of members of the Florida Association of School Administrators. A return of 207 questionnaires represented a sampling of 11.44 percent of the membership. Statistical treatment of the data included two-way analyses of variance, t-tests and item analysis. The main category identified as a source of stress was student discipline followed by time management, energy demands, laws and reports, and professional status. The individual item identified as most stressful by the total sample was "student respect for authority." There was a statistically significant relationship between the subjects' perception of the stressfulness of their jobs and the frequencies of sources and symptoms of stress reported. High school and Middle/Junior High reported a significantly higher score on sources than Elementary. Other variables did not show significant differences. The most common symptoms identified were "emotional tension, alertness, keyed-up" and "general irritability, hyperexcitation or depression." The most frequent alleviators reported were "passive time (ex.: T.V., movies);" "individual interests (ex.: reading, hobbies);" "interpersonal time with one or a few individuals;" and "aerobic exercise." Recommendations from this study are that administrative training programs, inservice workshops and professional articles should address the following items: effective disciplinary techniques, effective time mangement, energy drain reduction, efficient reporting procedures, and the development of effective interpersonal skills and leadership techniques. School administrators also need to work more closely with legislators, school boards, law enforcement agencies, social service agencies, parents and others in addressing issues which are causing stress.