Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Angela M. Sewall, Ed. D

Abstract

The purpose of the study was to determine the existence of a relationship between levels of teacher occupational stress and perception of administrative support. Six secondary schools were chosen from six randomly selected school districts stratified by size and geographic location. The predictor variable was administrative support; the criterion variable was level of stress. Instrumentation included the Teacher Stress Inventory (TSI) and the Leadership Behavior Description Questionnaire Form XII (LBDQ Form XII). Ten factors of stress were measured: five were manifestations of stress, and five were sources of stress. The subjects, the majority of whom were females, did not exhibit extreme levels of stress overall. The average stress reported ranged from barely to moderately noticeable. Support was defined as Consideration, which is consistent of four subscales of support: Demand Reconciliation, Persuasion, Tolerance of Freedom, and Consideration. Pearson product-moment correlation coefficients were calculated for intercorrelations among subscales. The results indicate consistency among responses measuring the four subscales of support. The results provide evidence of a negative relationship between stress and three of four subscales; there was no significant negative correlation between stress and the fourth subscale.

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