東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Factors and Influence of Job-Related...

Conforti, Andrew,

Linked to FindBook

Google Book

Amazon

博客來

Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study // Andrew Conforti.
Author:	Conforti, Andrew,
Description:	1 electronic resource (158 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Secondary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31931734
ISBN:	9798310391468

Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study /
Conforti, Andrew,

Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study /Andrew Conforti. - 1 electronic resource (158 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

School leadership is one of the most important school-related factors that contribute to student learning, so high burnout and turnover rates of principals is concerning. Recent findings from Stiener et al. (2022) highlight significant levels of job-related stress among principals, with twice as many teachers and principals experiencing job-related stress compared to the general workforce while one in two are considering leaving their job. To effectively address stressful job demands and burnout, it is essential to understand contributing factors within principals' sphere of influence and beyond. This qualitative case study focused on how the ecological factors, spanning from the macro- to micro-levels of society, impact the job-related stress of Vermont secondary school principals (RQ 1), how those principals manage it (RQ 2), and what influences their decisions to stay in their positions (RQ 3). I conducted ten in-depth semi-structured interviews with current Vermont principals, four in-depth semi-structured interviews with Vermont educational leaders (one superintendent, one legislator, two VPA leaders), and a review of policies and state and district websites. Data analysis examined verbatim interview transcripts, reflective and descriptive observation notes, and assessed their alignment with documents from government websites, the Vermont Principals Association (VPA), and the Vermont Agency of Education (AOE).Using ecological systems theory (Bronfenbrenner, 1979) and the transactional model for stress and coping (Lazarus & Folkman, 1984), this case study explores factors from national, state, and community levels of society and their interconnected influence on Vermont principals. Findings include favorable policies with unfavorable resources, limited staffing, expectations and behaviors from society, the impact of technology and the pandemic on culture, communication, and work-life balance. Mindfulness, self-reflective practices, supportive relationships and leadership serve as valuable coping strategies and supports for principals. Moreover, Vermont principals' love for students and the fulfillment of helping them succeed is an existential belief that acts as a primary motivation which plays a crucial role in their resilience and job satisfaction.These findings demonstrate that educational leaders, legislators, and stakeholders have a role in contributing to and mitigating stressful job demands of principals. This study contributes a broader view of job-related stress for principals, indicating that a systemic approach, extending beyond individuals, is needed to address the overall well-being and sustainability of the public education workforce. Implications for research, practice, and policy are discussed.

English

ISBN: 9798310391468Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Burnout

Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study /
LDR:04354nmm a22004813i 4500 001 2433412
005 20250825062327.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798310391468
035 $a (MiAaPQD)AAI31931734
035 $a AAI31931734
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Conforti, Andrew, $e author. $0 (orcid)0009-0008-1210-3185 $3 3823012
245 1 0 $a Factors and Influence of Job-Related Stress for Vermont Principals: An Exploratory Case Study / $c Andrew Conforti.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (158 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
500 $a Advisors: Haines, Shana; Putney, Jennifer Committee members: Strolin-Goltzman, Jessica; Shepherd, Katharine.
502 $b Ed.D. $c The University of Vermont and State Agricultural College $d 2025.
520 $a School leadership is one of the most important school-related factors that contribute to student learning, so high burnout and turnover rates of principals is concerning. Recent findings from Stiener et al. (2022) highlight significant levels of job-related stress among principals, with twice as many teachers and principals experiencing job-related stress compared to the general workforce while one in two are considering leaving their job. To effectively address stressful job demands and burnout, it is essential to understand contributing factors within principals' sphere of influence and beyond. This qualitative case study focused on how the ecological factors, spanning from the macro- to micro-levels of society, impact the job-related stress of Vermont secondary school principals (RQ 1), how those principals manage it (RQ 2), and what influences their decisions to stay in their positions (RQ 3). I conducted ten in-depth semi-structured interviews with current Vermont principals, four in-depth semi-structured interviews with Vermont educational leaders (one superintendent, one legislator, two VPA leaders), and a review of policies and state and district websites. Data analysis examined verbatim interview transcripts, reflective and descriptive observation notes, and assessed their alignment with documents from government websites, the Vermont Principals Association (VPA), and the Vermont Agency of Education (AOE).Using ecological systems theory (Bronfenbrenner, 1979) and the transactional model for stress and coping (Lazarus & Folkman, 1984), this case study explores factors from national, state, and community levels of society and their interconnected influence on Vermont principals. Findings include favorable policies with unfavorable resources, limited staffing, expectations and behaviors from society, the impact of technology and the pandemic on culture, communication, and work-life balance. Mindfulness, self-reflective practices, supportive relationships and leadership serve as valuable coping strategies and supports for principals. Moreover, Vermont principals' love for students and the fulfillment of helping them succeed is an existential belief that acts as a primary motivation which plays a crucial role in their resilience and job satisfaction.These findings demonstrate that educational leaders, legislators, and stakeholders have a role in contributing to and mitigating stressful job demands of principals. This study contributes a broader view of job-related stress for principals, indicating that a systemic approach, extending beyond individuals, is needed to address the overall well-being and sustainability of the public education workforce. Implications for research, practice, and policy are discussed.
546 $a English
590 $a School code: 0243
650 4 $a Secondary education. $3 2122779
650 4 $a Environmental education. $3 528212
650 4 $a Educational administration. $3 2122799
650 4 $a Education policy. $3 2191387
650 4 $a Educational leadership. $3 529436
653 $a Burnout
653 $a Job demands
653 $a Principals
653 $a Resources
653 $a Stress
653 $a Support
690 $a 0533
690 $a 0442
690 $a 0514
690 $a 0449
690 $a 0458
710 2 $a The University of Vermont and State Agricultural College. $b Educational Leadership and Policy Studies. $e degree granting institution. $3 3823013
720 1 $a Haines, Shana $e degree supervisor.
720 1 $a Putney, Jennifer $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-10A.
790 $a 0243
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31931734