Coping Strategies for Stress Used by People Working in Managerial Positions in Schools and Educational Establishments during the COVID-19 Pandemic

Abstract

Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies” than the normative value. Compared to deputy headmasters, headmasters obtained higher mean results for “planning” and “religion”, and lower results for “behavioral disengagement”. Respondents with longer job seniority in a managerial position, obtained a higher mean for “use of instrumental support” and lower for “religion”. Compared to respondents employed in private schools, people in the public education sector are more likely to use “behavioral disengagement” and less their “sense of humor”. The respondents working in primary schools scored higher on average for “use of instrumental support” and “problem-focused strategies”. It would be advisable to compare the results with the teachers and the persons holding managerial positions in institutions and organizations not related to education.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan

“…Furthermore, a study on student nurses in Poland found that a higher level of perceived stress corresponds to a lower level of self-efficacy, life satisfaction, life-orientation, and self-esteem of students [ 34 ]. Apart from that, another study reported that perceived stress was managed by administrators and managers in higher education using instrumental support, problem-focused strategies, religion, behavioural disengagement, and a sense of humour [ 35 ].…”