Coping With Administrative Constraints by Quebec School Principals

Poirel, Emmanuel; Lapointe, Pierre; Yvon, Frédéric

doi:10.1177/0829573512461131

Cited by 23 publications

(31 citation statements)

References 18 publications

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“…Co-regulative support refers to professional communities' ability to recognise and utilise social resources in order to regulate the workload, for instance, as perceived in large-scale school improvement efforts (see Pietarinen et al 2013;Straud et al 2015). It involves professional communities' abilities to support each other in not only coping with immediate stressors but also buffering potential stressors in advance (Greenglass and Fiksenbaum 2009) as well as being prepared, staying organised, and actively seeking help and support from each other (Klassen and Durksen 2014;Kyriacou 2001;Poirel et al 2012). Social support has been shown to contribute to proactive coping and efficacy beliefs at the individual level (Greenglass and Fiksenbaum 2009;Underwood 2000).…”

Section: Collective Proactive Strategies Of Well-beingmentioning

confidence: 99%

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

et al. 2019

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Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived school impact of the reform. The results showed that the top-down-bottom-up implementation strategy was related to the school impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced school impact. The results indicate that the top-downbottom-up implementation strategy provides an effective way to promote sustainable school reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.

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Section: Collective Proactive Strategies Of Well-beingmentioning

confidence: 99%

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

et al. 2019

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“…they can react to the stressor by regulating their feelings or altering the situation so that the stress is diminished (Lazarus and Folkman 1984). There is evidence that principals do not use passive coping strategies, but instead Burnout profiles and self-regulation strategies actively deal with challenges (Poirel et al 2012). In addition, principals have been shown to regulate negative emotional reactions and take a positive point of view when facing problems (Nokelainen et al 2007;Poirel et al 2012).…”

Section: School Principals' Proactive Self-regulation Strategiesmentioning

confidence: 99%

“…There is evidence that principals do not use passive coping strategies, but instead Burnout profiles and self-regulation strategies actively deal with challenges (Poirel et al 2012). In addition, principals have been shown to regulate negative emotional reactions and take a positive point of view when facing problems (Nokelainen et al 2007;Poirel et al 2012). This implies that principals may prefer other types of strategies to reduce and buffer their work stress.…”

Section: School Principals' Proactive Self-regulation Strategiesmentioning

confidence: 99%

“…Proactive self-regulation strategies can be used to buffer stressors (Greenglass et al 1999). In practice, these strategies can include better planning, searching for new information, learning new skills, and reducing work tasks that feel burdensome (Kyriacou 2011;Poirel et al 2012;Salkovsky et al 2015). The use of proactive strategies has shown to be beneficial for reducing work stress and burnout (Allison 1997;Pietarinen et al 2013a;Soini et al 2010;Verešová and Malá 2012).…”

Section: School Principals' Proactive Self-regulation Strategiesmentioning

confidence: 99%

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Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies

et al. 2017

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Interrelations between principals' risk of burnout profiles and proactive selfregulation strategies Abstract School leadership is a demanding job. Those involved in school leadership have shown to experience high levels of work stress that may, if prolonged, result in burnout. The purpose of this study was to examine school leaders' risks of burnout in terms of work stress and burnout symptoms, and their relationship with proactive selfregulation strategies. The participants consisted of 420 school principals and teachers with leadership duties (henceforth: principals). The survey data consisted of Likert-type statements and were analysed by hierarchical and K-means cluster analysis, and oneway analysis of variances. The results suggested that principals experience relatively low levels of work stress and burnout, and utilise several proactive self-regulation strategies. On the basis of cluster analysis, four risk of burnout profiles were identified. The profiles differed from each other in terms of proactive self-regulation strategies. The use of these strategies was related to a reduced risk of burnout.

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“…These results provide empirical support for Friedman ( 2002 ) whose comprehensive review of the literature resulted in a comprehensive list of principal stressors. He showed that ongoing demands such as interpersonal stress sources, including interactions with staff and parents, affected burnout levels in addition to general role overload and administrative constraints (Friedman, 2002 ; Poirel et al, 2012 ). These increased demands, but a lack of adequate resources or reward to compensate these consequently lead to the high levels of strain (Riley, 2014 , 2015 , 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

et al. 2018

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School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.

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Coping With Administrative Constraints by Quebec School Principals

Cited by 23 publications

References 18 publications

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

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