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Stress
Bolman, Lee G., and Deal, Terrence 3. 2002. "Leading with soul and spirit: Effective leadership in challenging times boils down to qualities such as focus, passion and integrity." School Administrator, Feb.
Bolman and Deal argue that people who expect to be effective school leaders must look at all aspects of themselves, including their more spiritual side, and incorporate their spirituality (not meaning religion) into their work life if they are to be truly effective educational leaders over time. They noted that in their work they had met educators who somehow had managed to stay energized and excited about what they were doing while others openly admitted counting the days until retirement.
Their belief is that one significant difference between the two groups is that the successful ones nourish their spirit. They listed other traits educational leaders must have: focus, passion, wisdom, courage and integrity, and argued that one's spiritual center is an important part of all five traits.
While the authors clearly write with focus, passion, wisdom, courage and integrity, they did not clearly demonstrate how one must have "faith" in order to develop those traits. At one point they reduced the people who were excited about what they were doing in education compared to those who were not to "optimists" and "pessimists." However, no information was given about why those who were counting the days were doing so. They might have been looking back on a satisfying career but forward to a satisfying retirement. Looking forward to retirement does not necessarily mean a person is either a pessimist or "without faith," and optimism without the power to make changes, as described, for instance, by Nelson, et. al. (2001) and Wiley (2000), wouldn't be terribly realistic.
In their article, the writers reported of a school principal who, while reporting to the school board, focused on spiritual issues and made no mention of either goals or test scores. One has to wonder how satisfactory most school boards would find such a report.
Bibliography
Nelson, J. Ron; Roberts, Maura L.; and Ohlund, Barbara J. 2001. "Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders." Journal of Emotional and Behavioral Disorders, Summer.
Wiley, Carolyn. 2000. "A Synthesis of Research on the Causes, Effects, and Reduction Strategies of Teacher Stress." Journal of Instructional Psychology, June.
Stress Wiley, Carolyn. 2000. "A Synthesis of Research on the Causes, Effects, and Reduction Strategies of Teacher Stress." Journal of Instructional Psychology, June. Carolyn Wiley wrote an extensive review of the research on occupational stress as it applies to one specific group -- teachers. Many of her cites are older, one going back as far as 1938, which suggests she did a very thorough job of going through the literature. To emphasize
Stress My organization had only limited teamwork. Most people worked by themselves, or in two-person units, so there was a lot of independence. Is it coincidence that decision-making was quick and there was only limited stress? Decision-making is a challenge for many organizations. There are a number of different factors that affect decision-making, including the size of the decision-making team. Where I worked, decisions were decentralized. They were usually minor decisions, but
G., interrupted when speaking) Someone interfered with your work activities (Kowalski, Harmon, Yorks & Kowalski, 2003, p. 39) One can see from this list that there is a significant development of aggression, in relatively mild forms that probably occurs across the board, to some degree in every business environment. Workplace aggression, between low level employees as well as between supervisors and employees is clearly a significant cause of workplace stress as well
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