THE RELATIONSHIP BETWEEN TEACHERS’ LEADERSHIP CAPACITY AND OCCUPATIONAL STRESS IN FIRST HIGH SCHOOL OF YUXI, YUNNAN PROVINCE, CHINA
Keywords:
Perception; Teachers’ Leadership Capacity; Occupational StressAbstract
The main purpose of this study was to determine the relationships between teachers’ perception of leadership capacity and occupational stress in First High School of Yuxi, Yunnan Province, China. The study was conducted from February until August 2020. This study involved 104 full-time teachers who teach in a selected school as a population. This research used a questionnaire including three parts: Part I was general information, Part II adopted from Pierce’s (2007) based on Lambert (2003) Leadership Capacity School Survey (LCSS), which investigated teachers’ perceptions of their leadership capacity; and Part III adopted from Daniel’s (2014) Teachers’ Occupational Stress Questionnaire (TOSQ), identified teachers’ perceptions on their occupational stress. The collected data was analyzed using descriptive statistics, Mean and Standard Deviation, and Pearson Product Moment Correlation Coefficient. The results showed that teachers’ perception of leadership capacity and occupational stress was high. There was a significant relationship between teachers’ perception of leadership capacities and occupational stress in First High School of Yuxi, Yunnan Province, China.
References
Chen.T. &Wu. X.H. (2008) Stress management and leadership improvement. The Business.
Daniel, M. & Versavia, C. (2014). Teachers’ Occupational Stress Questionnaire: Psychometric Properties., Alexandru Ioan Cuz University, Iassy
Fullan, M. 2001. The new meaning of educational change. New York: Teacher College Press.
Greenlee, R. J. (2004). Building Teacher Leadership Capacity through an educational leadership program. Journal of Research for Educational Leaders, 1 (4) 44-74.
Kılınç, A. Ç., Cemaloğlu, N., & Savaş, G. (2015). The relationship between teacher leadership, teacher professionalism, and perceived stress. Eurasian Journal of Educational Research, 58, 1-26.
Lambert, L. (1998). Building leadership capacity in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
Lambert, L. (2002), A framework for shared leadership, Educational Leadership, Vol. 59 No. 8, 37-40.
Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
Lazarus, R. S. & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company, Inc.11 West 42nd Street New York, NY 10036-8002
Narabal, K. (2009). A Study on Job Related Stressors and Employee Cooperation: A Case of Teachers at Private School in Phuket. Graduate school of business, assumption university, Bangkok, Thailand.
Ramon, L. (1999). Teachers Coping with the Stress of Classroom Discipline. Social Psychology of Education3(3):155-171DOI:10.1023/A:1009627827937
Reinhartz, J., & Beach, D. M. (2004). Educational Leadership: Changing Schools, Changing Roles. Boston, United States of America: Pearson at School.
Robin, S. T. (1996). Organization Behavior, 7th edition, Prentice Hall Inc.
Shirom, A. (2010). Teachers’ Stressors and Strains: A Longitudinal Study of Their Relationships. International Journal of Stress Management 2009 American Psychological Association.16 (4): 312–332.
Song, J. F. (2011, 12th April). Unified Releases School Ratings Using “Value-added” Methods. Los Angeles Times.
Weller JR., L. D., & Weller, S. (2000). Quality Human Resources Leadership: A Principal’s Handbook. Boston, United States of America: Scarecrow Press, Inc.
