The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool

Autor: Eloy López Meneses, Juan José Leiva Olivencia, Esteban Vázquez-Cano
Jazyk: angličtina
Rok vydání: 2017
Předmět:
Organizational Behavior and Human Resource Management
Knowledge management
Strategy and Management
Applied psychology
Context (language use)
Sample (statistics)
lcsh:A
02 engineering and technology
Social interaction
Interacció social
Education
Formative assessment
Managerial functions
Management of Technology and Innovation
Accounting
0202 electrical engineering
electronic engineering
information engineering
Business and International Management
Ensenyament i aprenentatge::Gestió i planificació educativa [Àrees temàtiques de la UPC]
Scale of measurement
School management
Schools
business.industry
Stressors
020208 electrical & electronic engineering
Stressor
Personal interaction
School management
Managerial functions
Schools
Stressors
Scale of measurement
020206 networking & telecommunications
Escoles -- Administració i organització
School administrators
Confirmatory factor analysis
Level of measurement
Scale (social sciences)
Job stress--Measurement--Methodology
Personal interaction
Estrès laboral -- Avaluació
lcsh:General Works
Psychology
business
Construct (philosophy)
Zdroj: Redalyc
Intangible Capital; 2017: Vol.: 13 Núm.: 3
Intangible Capital, Vol 13, Iss 3, Pp 499-522 (2017)
UPCommons. Portal del coneixement obert de la UPC
Universitat Politècnica de Catalunya (UPC)
ISSN: 2014-3214
Popis: Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions. Design/methodology: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been adopted, involving the selection of a group of experts, the calculation of an “expert proficiency coefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the modified Delphi method in two phases, with a sample of 30 school administrators and educational supervisors. The survey has also been subjected to a process to determine the trustworthiness and validity of the construct through exploratory and confirmatory factor analysis. Findings: The result is a 5-dimension, 31-item survey with a total score of 155 points and three measurements: low stress (1-50 points), medium stress (51-100 points) and high stress (101-155 points).The areas that generate the greatest amount of stress can be summarized in two categories: reprimanding teachers for non-performance of their duties and discipline management at the center (expulsions, bullying, fighting and drugs). Research limitations/implications: The survey was designed according to the socioeducational characteristics of the Spanish context. Further research in other educational contexts would require an adaptation of different items on the scale. Practical implications: Measuring the school administrator’s stress makes it possible to identify those functions that are more susceptible to intervention, both formative and administrative. This improves one of the key areas of school organization. Social implications: The improvement of the school institution and its governance starts with identifying those aspects that require educational interventions, but also social ones that imply a reflection on how schools in the 21st century are managed and organized. Originality/value: There are no Spanish studies that propose assessment tools to measure the stress of school administrators; in this sense, this study provides a framework for the Spanish context.
Databáze: OpenAIRE
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