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Research on stress during COVID-19 in schools has primarily focused on teachers and students, overlooking potential impacts on principals. This study aimed to address this gap by exploring principals’ experiences of demands and resources during COVID-19, alongside their efforts to address stress within their schools. Researchers conducted and analyzed semi-structured interviews with 14 principals using interpretive phenomenological analysis. Findings revealed principals’ diverse demands, various resources, efforts to manage school stress, perceptions of stress in their school communities, and related health and job satisfaction outcomes. COVID-19 appeared to mainly exacerbate preexisting demands. Potential interventions and resources to benefit principals are discussed.
Blaydes et al. (Wed,) studied this question.
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