Firefighters and Problem-Solvers: A Comparative Case Study of Elementary School Principals' Divergent Perspectives on Managing Stress
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| Title: | Firefighters and Problem-Solvers: A Comparative Case Study of Elementary School Principals' Divergent Perspectives on Managing Stress |
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| Language: | English |
| Authors: | Trisha Miller (ORCID |
| Source: | European Journal of Educational Management. 2026 9(1):67-80. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary Schools, Principals, Stress Management, Administrator Attitudes, At Risk Persons, Work Environment, COVID-19, Pandemics, Elementary School Teachers, Administrator Role, Leadership Responsibility, Needs, Elementary School Students |
| ISSN: | 2642-2344 |
| Abstract: | Quality principal leadership plays a critical role in shaping teacher working conditions and overall school climate, yet principals themselves experience considerable occupational stress. In the United States, ongoing systemic challenges compounded by the COVID-19 pandemic have exacerbated ongoing stressors and introduced novel stressors among school leaders. This comparative case study explored differences in elementary school principals' perceptions of occupational stress in schools with both higher and lower concentrations of teachers at risk for stress. Semi-structured interviews from six elementary school principals were analyzed using qualitative thematic analysis, and explored how principals in each context described stressors shaping their work experiences during the 2021-2022 school year. Findings revealed that while both groups of principals experienced significant occupational stressors during and after the pandemic, the type, intensity, and emotional impact of those stressors diverged significantly. Principals in schools with higher levels of teacher stress described high emotional demand from students and teachers, perceived lack of district support, and acute accountability pressures. Principals in schools with lower teacher stress identified more manageable challenges and a stronger sense of efficacy and collaboration. Implications for principal support, stress prevention, and equity in educational leadership are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504809 |
| Database: | ERIC |
| Abstract: | Quality principal leadership plays a critical role in shaping teacher working conditions and overall school climate, yet principals themselves experience considerable occupational stress. In the United States, ongoing systemic challenges compounded by the COVID-19 pandemic have exacerbated ongoing stressors and introduced novel stressors among school leaders. This comparative case study explored differences in elementary school principals' perceptions of occupational stress in schools with both higher and lower concentrations of teachers at risk for stress. Semi-structured interviews from six elementary school principals were analyzed using qualitative thematic analysis, and explored how principals in each context described stressors shaping their work experiences during the 2021-2022 school year. Findings revealed that while both groups of principals experienced significant occupational stressors during and after the pandemic, the type, intensity, and emotional impact of those stressors diverged significantly. Principals in schools with higher levels of teacher stress described high emotional demand from students and teachers, perceived lack of district support, and acute accountability pressures. Principals in schools with lower teacher stress identified more manageable challenges and a stronger sense of efficacy and collaboration. Implications for principal support, stress prevention, and equity in educational leadership are discussed. |
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| ISSN: | 2642-2344 |
