Campus Location

Dallas Campus (Online)

Date of Award

2-2021

ORCID

https://orcid.org/0000-0002-9487-7481

Document Type

Dissertation

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Irma Harper

Second Committee Member or Secondary Advisor

Leah Wickersham-Fish

Third Committee Member or Committee Reader

Sean Spear

Abstract

Teachers should oversee and provide each of their students with a high-quality educational experience during the short time they are serving the student. Moreover, teacher stress has a significant role in how teachers perform in their classrooms and often creates a substantial challenge for the campus leader to ensure that teachers perform adequately in the classroom. The purpose of this qualitative case study was to understand how campus leaders perceive their role in the management of teachers and what, if any, strategies are being implemented to address teacher stress. Furthermore, the study was centered on a prequestionnaire and individual interviews, including campus leaders who shared their perceptions and actions regarding teacher stress management. The sample population consisted of five elementary and five secondary campus leaders within one school district in Texas. The findings revealed that campus leaders perceived the following stressors to be significant contributors to teacher stress: parents, time, learning management systems (Canvas), and campus culture. In addition, the findings revealed that campus leaders were managing teacher stress by listening, managing the impact of teacher stress, and using incentives and programs.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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