Interpersonal Political Skill as a Coping Mechanism for PreK-12 Principals

Abstract

Research demonstrates workplace stress for PreK-12 principals is prevalent identifying significant numbers of principals feeling stressed on-the-job. The high levels of stress and the prolonged nature of the stress causes problems not only for the principal but also for the teachers, community, and others. Some researchers have studied on-the-job stress for PreK-12 principals and offered alternatives to coping to include peer support. However, very few published studies demonstrate successful outcomes of recommended programs for school leaders in coping with workplace stress. Conversely, interpersonal political skill is empirically linked to organizational success and coping with workplace stress. Therefore, the current research sought to understand how PreK-12 principals use interpersonal political skill as a coping mechanism in responding to on-the-job stress. The words and stories of 16 participants, current PreK-12 principals experiencing on-the-job stress, uncovered six themes and eleven subthemes. The findings showed PreK-12 principals use interpersonal political skill to cope with workplace stress by having a sense of control, through interactions with others, through understanding, by inspiring trust and confidence, and through connecting with others. However, the sixth theme revealed that the principals had little understanding of their use of interpersonal political skill or the benefits it could provide them in coping with workplace stress. The aim was to provide recommendations to school district leaders and professional organizations about the effects of interpersonal political skill as a coping mechanism. Therefore, the proposed solution, Creating Cultures of Coping was conceived to build awareness and help principals cope better with workplace stress.