By Angus S. Mungal, PhD and Richard Sorenson, EdD
Good morning! Now, let the stress begin! -Anonymous
Did you hear the one about the principal who went to the doctor because he was experiencing chest pains? The doctor asked, “Have you ever had a stress test?” The principal replied, “Sure, it’s called the principalship!” Stress in the principalship is frequently a norm—the job itself makes it more difficult to live a healthy life. As principal, your schedule is always full, your mind is occupied with one issue after another, one demand too many, and all things considered, if you have to listen to one more complaint, that will just about push you over the edge! Familiar? Absolutely! One principal recently stated, “Stress is when I wake up screaming and then realize I haven’t fallen asleep yet!” Yep, you say to yourself—“Been there, done that!”
Individual stress is due to many factors—job circumstances and difficulties, personal finances, marital or relationship issues, and sometimes, general anxiety regarding life. Stress in the principalship seems to be the American way. Such is a sad, yet true commentary. Worse than that, there seems to be a very fine line in our profession between working hard for something we don’t care for—that’s stressful in itself, and working hard for something we love—that’s called passion. How does a principal exit the proverbial stress-filled freeway and travel the smooth by-way leading to passion and good mental, emotional and physical health?
First, let’s examine several well-known issues that result from principal stress. Recognize, if stress strikes often enough—or if stress remains elevated for periods of time, it can definitely create health complications such as:
- High blood pressure
- Increased blood sugar levels
- Diabetes
- Kidney damage
- Nerve damage
- Heart disease
- Depression
- Obesity
- Headaches (migraines)
- Smoking
- Relationship issues
- Mental and emotional fatigue
- Alcohol and drug abuse
- Cancer
- Bad eating habits
- Anxiety
- High cholesterol
- Fatigue
- Insomnia
- Anger/emotional outbursts
- Chronic back/neck conditions
- Death
Stress Triggers
Aspects of the principalship facilitate if not hasten stressful elements, even if a school leader loves the role. When stress in the principalship becomes chronic, it can become overwhelming, if not harmful to a leader’s health. Regretfully, longterm stress in the principalship is all too common. While a principal can’t avoid the tensions that occur at the school-site level, steps can be taken to manage leader-related stress. First, what are the common sources of principal stress? A few work-place stressors are:
- Excessive demands and responsibilities.
- Absence of supervisory support and/or fellow principal networking.
- Lack of control over campus-related decisions.
- Complicated personnel issues.
- Constant problem-solving dilemmas.
- Conflicting or unclear performance expectations.
Furthermore, the stress of the principalship doesn’t disappear when a principal heads home. When school-related stress persists, it can very well take a toll not only on the principal but on the family as well. The good news: There are steps to managing principal stress!
10 Steps to Managing Stress
These common sense and research-based tips can work to lower principal stress.
1. Identify your stressors.
Finding the basis of one’s stress is a doable task, if a principal is willing to accept the challenge. What specifically stresses a principal can be identified by maintaining a daily journal or a bulleted record of what pushes your buttons. Patterns will emerge and a principal will soon recognize the associated triggers. Questions to ask as correlated with the documented record include:
- Is a particular person or persons the cause of the stress?
- When do I feel most vulnerable to stress during the school day?
- Do specific decision-making processes or certain problem-solving dilemmas create feelings of being overwhelmed and thus, more stress?
- Can I manage, set limits, or even avoid identifiable aspects of the leadership role which create stress?
- Do I accept or volunteer for more than I can reasonably accomplish? When and how can I say “no”?
- Have I considered involving other individuals for the purpose of advice and assistance when stressed?
- Have I encouraged others on campus to accept delegated leadership roles and responsibilities?
- Have I contemplated stress relievers such as meditation, prayer, yoga, massage, exercise, acupuncture, and even stress-relieving medication?
- What can I do to attain an optimistic outlook when stress becomes a factor?
- Have I contacted a principal colleague/friend in whom I can share confidentially, my concerns, worries, and stresses? Recognize that networking is beneficial and helps reduce stress. Many of your problems are the same problems that stress other principals. Seek their input and ask for advice.
2. Take responsibility for your stressors.
Control what you can at school by asserting yourself. Meeting the demands and expectations of others is not a personal absolute—notably, if demands and expectations are disproportionately or unreasonably exacting. Being assertive is a means of taking responsibility for particular stressors. It permits a principal to stand up for personal rights, values, and beliefs, while at the same time, respecting those of others. As once quoted in a classic television sitcom—“Be the master of your domain!”
3. Stop the bad habits.
Some habits are very unhealthy even though they appear to reduce stress. Actually, they contribute to stress. Consider the following bad habits that can be broken as a means of preventing stress. Alcohol, drug, and food abuse bring on more stress symptoms. Remember, stressed spelled backwards is desserts. Coincidence? Probably not! Stress symptoms are also the result of consuming caffeinated drinks, as well as highly sugar-saturated treats. That chocolate milkshake that tastes so good is really so bad! It’s chock full of caffeine and sugar as well as other processed foodstuffs. All of these ingredients provide a principal with the opportunity for a gift—the gift of eliminating these unhealthy, stress-related habits. Finally, stress symptoms can be further ignited by cigarettes and nicotine. Both act as stimulants and bring on additional stress. The doctor of one of the authors of this article once jokingly said, “If it tastes good, spit it out!” In truth, occasionally and moderately indulging in a personal bad habit is generally acceptable. However, always consider these operative terms when tantalized by a bad habit: “reasonably”—“sensibly”—“judiciously”—“in good measure”.
4. Study and practice relaxation techniques.
Take time during the course of a school day to simply relax. It’s okay! A few minutes in the solitude of your office to sit back and think positive thoughts isn’t disastrous. Life on campus will go on for a short period of time. What is a short period of time? What is considered a few minutes? How about 10 to 20 to 30 minutes? Again, it’s okay! Escape the pressures of the leadership role and choose from a variety of the following relaxation techniques:
- Light a candle. Calming scents include lavender, rose, bergamot, sandalwood, and Roman chamomile.
- Spend more time with family and friends. Specifically, women who spend more time with family, friends, and/or children enjoy the release of oxytocin, a natural stress releaser (Taylor, Klein, Lewis, Gruenewald, Gurung, & Updegraff, 2000).
- Engage in physical contact with the one you love. Cuddling, kissing, hugging, and dare we say, even sex, all aid in the release of stress, tension, and anxiety. Positive physical contact can help in lowering cortisol which lowers blood pressure and heart rate—both of which are physical symptoms of stress.
- Listen to soothing music. Music can have a relaxing effect on the mind and body—notably music that is soothing, slow-paced, and even classical in nature. Research contends that Celtic, Native American, as well as instrumental music is soothing and relaxing (Jiang, Rickson, & Jiang, 2016). Nature sounds are known to be calming. However, simply listening to the music you enjoy most works to ease the mind and is an effective means of unwinding. You choose your style of music and favorite recording artist. Then, sit back, listen, and relax!
- Try deep breathing. Stress negatively affects the nervous system. Reactive hormones are released and physical symptoms such as a quickened heartrate, faster breathing, and constricted blood vessels result. Deep breathing can alleviate such symptoms as the parasympathetic nervous system, which controls relaxation responses, activates a peaceful, serene, and tranquil reaction (Bergland, 2017). Go ahead, breathe deeply through your nose, fully expanding your lungs until your abdomen rises and lowers. This is diaphragmatic breathing—i.e., deep breathing. It’s good for what ails you!
- Spend time with your pet. Man’s best friend is just that—a best friend when it comes to reducing stress and anxiety. Pets of any variety improve an individual’s mood. That said, taking a pet to school can be troubling, if not disruptive! Maybe a goldfish would do the trick!
5. Exercise regularly.
A principal friend once stated, “I don’t have time for exercise. I’m too busy eating!” While comical, the statement is sometimes factual. The idea of exercising competes equally with that of eating. Both are recognized as beneficial, yet the latter—when abused— can be detrimental. Exercise places physical stress on the body which in turn, relieves mental and/or emotional stress. Principals who exercise regularly lower stress hormones (cortisol) and increase the release of natural mood enhancers (endorphins). Exercise improves sleep. Loss of sleep creates additional stress and anxiety. Exercise actually makes a principal feel and look better which in turn promotes competence, confidence, and well-being. Select an exercise regimen—walking, jogging, running, rock or mountain climbing, weight/gym training, yoga, dancing, or whatever suits you! Remember, exercise creates repetitive movements which relieve stress and improve self-image.
6. Talk to your supervisor.
A principal’s health and well-being are directly linked to productivity at school. Therefore, a principal’s supervisor would be wise to create an interactive supervisory expectation that promotes a principal’s well-being. Engage in open and honest conversations with your supervisor regarding the management of the stressors you’ve identified. This is by no means an admission of a personal weakness. The best supervisor is one who is a source of encouragement. Open and honest discussions with a supervisor aid in the development of an effective plan for managing a principal’s stressors. Parts of this plan might include methods to improve skills which can better alleviate tensions. Other elements might include clarifying performance or leadership expectations, obtaining necessary or additional resources, or identifying more meaningful tasks, and/or gaining better support from one’s supervisor.
7. Manage your time effectively and efficiently.
Overwhelmed? Overburdened? Not enough hours in the day? Is your “To-Do” list way too extensive? Welcome to the club! At times, we all feel stretched, overloaded, challenged, strained, and even drained! These are common stress descriptors. The common cure? Manage your time and prioritize your tasks! Sorenson, Goldsmith, & DeMatthews, in The Principal’s Guide to Time Management: Instructional Leadership in the Digital Age (2016), share that successful principals reduce their stress level by understanding that structure is essential to being organized, and thus, incorporate efficient time management techniques. These principals engage in stress reducing methods by integrating procedures for handling aspects of the school leadership role all in an effort to save time when time counts most.
The best principals reduce stress by making lists, setting goals, prioritizing activities, and recognizing their own personal daily cycle. These principals, as a means of reducing stress, will incorporate a TRAF (Toss, Refer, Act, or File) system and/or develop a morning ritual working the inbox, outbox, and pending file. Successful school leaders attempt to avoid stress by maintaining a clear desk, planning relevant and time-centered meetings, and delegating—but never dumping—tasks on others. Principals who mitigate stress, beat deadlines, recognize personal and organizational impediments, form habits of good organization and proper preparation, communicate and collaborate regularly, and utilize digital technology effectively and efficiently.
8. Accept that there are events beyond your control.
Life happens and sometimes there’s nothing a principal can do about it. Accept the circumstances as they occur. If manageable, then manage. Principals can’t be expected (although we often believe otherwise) to solve everything. Remember, you’re a principal, not a “super-principal.” When was the last time you were “faster than a speeding bullet, more powerful than a locomotive or able to leap tall buildings in a single bound?” Impossible! You’re not Superman or Superwoman! Okay, we’ll give a little—you’re special, but please agree, you’re not super-human!
9. Engage in good humor.
You know the old adage—“Laughter is the best medicine!” It is almost impossible to be stressed when laughing. Mungal and Sorenson in Steps to Success: What Successful Principals Do Every Day (2020) recommend that today’s principals possess the essential daily skill of being a salesperson for good humor. Good humor should always be a part of any principal’s leadership toolkit. Grenville Kleiser, author of inspirational books, noted that humor was an asset to any professional. Humor permits a principal to better handle important issues and school personnel in a nonthreatening manner. Humor can very well be an effective leadership tool in diffusing moments that are stressful, negatively intensified, and potentially volatile. Humor can serve as a means of permitting principals and personnel, engaged in difficult circumstances, to laugh, or certainly to smile at themselves or the situation (Sorenson & Goldsmith, 2009). Additionally, principals must recognize the research literature is replete in identifying the strong correlation between effective leadership and good humor.
10. Seek therapeutic treatment.
No longer a taboo subject or practice, therapy from a psychological professional trained in stress management can greatly enhance a principal’s ability to learn healthy methods for handling stress. Studies have long advanced the theory that individual stress-relieving behaviors redirect symptoms of anxiety and depression towards increased self-esteem, calmness, reassurance, happiness, and overall psychological recovery (Maxwell & Duff, 2016). Counseling or therapy helps everyone—even those who think they don’t need it! Seek professional help, improve your life, enhance your leadership abilities, eliminate stressors, and be happy!
Concluding Thoughts
The Anxiety and Depression Association of America (2019) asserts that 70% of individuals in leadership positions feel stress or anxiety daily. Although the daily stress and anxiety of service as a school principal is ever present, there are techniques, strategies, and methods to managing, reducing, and potentially eliminating the pressures of the school leadership role. Follow the 10 Steps to Managing Stress as detailed in this article and become a better you. You’ll benefit by a healthier lifestyle, develop a stronger mental, physical, and emotional state, enjoy better relations with family and friends, and your faculty and staff will find greater joy when interacting with you!
Dr. Angus S. Mungal is an Assistant Professor in Leadership Counselor Education at the University of Mississippi. He served as a teacher and administrator in Canada and Japan. He teaches graduate coursework in leadership and administration, focusing on Research Methodology, Diversity and Community Leadership. Dr. Mungal has also taught Analysis and Evaluation Policy and Advocacy Leadership—aimed at producing future leaders to understand and work in non-government organizations (NGO), community-based organizations (CBO), and grassroots organizations. His publications have appeared in the International Journal of Educational Management and Education Policy Analysis Archives.
Dr. Richard Sorenson is Professor Emeritus and former Chairperson of the Educational Leadership and Foundations Department. He served for 7 years as Director of the Principal Preparation Program at The University of Texas at El Paso (UTEP). He was a public school educator for 25 years in roles as a teacher, principal, and associate superintendent for Human Resources. Dr. Sorenson has taught graduate classes in educational administration at UTEP, specializing in school personnel, educational law, school-based budgeting, and leadership development.
Dr. Mungal and Dr. Sorenson are the coauthors of “Steps to Success: What Successful Principals Do Every Day” (Rowman & Littlefield, 2020).
References
Bergland, C. (2017). Diaphragmatic breathing exercises and your vagus nerve. Retrieved May 15, 2019, from https://www.psychologytoday.com/us/blog/the-athletes-way/201705/diaphragmatic-breathing-exercises-and-your-vagus-nerve.
Jiang, J., Rickson, D. & Jiang, C. (2016). The mechanism of music for reducing psychological stress: Music preference as a mediator. The Arts of Psychotherapy, 48, 62-68.
Maxwell, L. & Duff, E. (2016). Mindfulness: An effective prescription for depression and anxiety. The Journal for Nurse Practitioners, 12(6), 403-409.
Mungal, A. S. & Sorenson, R. D. (2020). Steps to Success: What Successful Principals Do Every Day. Lanham, MD: Rowman & Littlefield.
Sorenson, R. D. & Goldsmith, L. M. (2009). The Principal’s Guide to Managing School personnel. Thousand Oaks, CA: Corwin.
Sorenson, R. D., Goldsmith, L. M. & DeMatthews, D. E. (2016). The Principal’s Guide to Time Management: Instructional Leadership in the Digital Age. Thousand Oaks, CA: Corwin.
Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung, R. A. & Updegraff, J. A. (2000). Biobehavioral responses to stress in females: Tend-and-befriend, not fight-or-flight. Psychological Review, 107(3), 411-429.
TEPSA Leader, Summer 2021, Vol 34, No. 3
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