Impact of Coping Strategies on Female Principal’s Stress Management

Abstract

Educational administration is a challenging profession for which school leaders experience ongoing pressures and demands from all sides. Among these are the administrative tasks, responsibility for student achievement, and supervision of teachers, student discipline, and community expectations. Without effective coping strategies, principals may experience burnout, reduced job satisfaction, and diminished professional performance. The purpose of this study seeks to investigate the various ways of coping employed by public sector female principal and examine their impact on managing stress. Quantitative research method was used incorporating surveys the target population of this study included 163 principals of government schools at the secondary level in the district Mardan. A random sampling method was employed to determine the participation. 74 heads were chosen. Data was collected by questionnaire. And analysis of data was done by descriptive statistics (Mean, standard deviation) and inferential statistics (correlation, regression). The findings of the study revealed that correlation value (r = 0.093) indicates a very weak positive relationship between the two variables (coping strategy and stress management), The R² = 0.009 means that coping strategy explains only 0.9% of the variance in stress management, which is negligible. The correlation between PFCS (Problem-Focused Coping Strategy) and SM (Stress Management) is r = -0.117, indicating a very weak negative relationship. The R² = 0.014 means PFCS explains only 1.4% of the variance in stress management, which is extremely low. Additionally The correlation value (r = 0.097) indicates a very weak positive relationship between the two variables, EFCS (Emotion focused coping strategy and stress management) and R² = 0.009 indicates that only 0.9% of the variance is explained, moreover the correlation value (r = 0.141) indicates a very weak positive relationship between ACS  (Avoidance coping strategy)  and stress management while R² = 0.020 means that ACS explains only 2% of the variance in stress management, which extremely low. On the basses of the above findings, it recommends that district education leaders should make intensive brief training to enhance the practical ability of female principals in stress management a regular component. It also recommends cutting back on paperwork by delegating routine clerical tasks to support staff.