Abstract
This study investigated work-related stress experienced by South African school principals. The sources of stress, consequences of principal stress and coping mechanisms to manage stress were explored. The theoretical framework used was the transactional theory of stress and coping, which presents stress as a product of an interaction between an individual and their environment. The inquiry was executed using a generic qualitative research design framed within an interpretivist paradigm. Semi-structured interviews were employed to capture data from eight principals across public and private primary schools in one school district. Thematic analysis was used to analyse the data resulting in four main themes and their respective sub-themes. The first theme to emerge was ‘work-related stressors’. Principals affirmed that increased accountability, meeting departmental mandates, maintaining positive relationships, and the challenge of navigating through a global pandemic had resulted in increased levels of negative stress. The second theme, ‘manifestations of stress’, revealed that principals suffered at least one mental, physical, or behavioural ailment attributed directly to work stress. ‘Coping strategies’ was the third theme, which highlighted that principals employing individualised coping strategies. Spiritual coping strategies as well as a strong support system were perceived by principals as highly effective in managing the negative effects of job stress. The fourth theme, ‘benefits of professional development’, alluded that participation in ongoing professional development initiatives enhanced the skills of principals enabling them to manage and govern their schools more efficiently. The study recommends that the department of education implement system-level interventions to reduce job demands on principals or increase resources to help them cope. Furthermore, there is a need for greater opportunities for well planned, ongoing, and structured principals’ professional development programmes. Finally, the findings have significance for the new Advanced Diploma in Education for school leaders and managers to provide skills and coping strategies to alleviate principal stress. Keywords: Principal stress, coping strategies, school leadership, Covid-19, professional development, principal wellness.
M.Ed. (Educational Leadership and Management)