Educational leaders increasingly face intensified workload demands that contribute to elevated stress levels and diminished well-being. This mixed-methods case study examined workload-related stressors, their impact on mental and physical health, and coping strategies among educational leaders in middle management roles. Quantitative survey data were complemented by thematic analysis of open-ended responses to provide a comprehensive understanding of stress experiences. Findings indicate that excessive administrative tasks, time constraints, and organizational challenges, particularly role ambiguity and limited supervisory support, are primary contributors to stress. Participants reported emotional strain, fatigue, sleep disruption, and reduced job satisfaction as common consequences of sustained workload pressure. Thematic analysis revealed three dominant domains: (1) time overload and task congestion, (2) emotional and physical resource depletion, and (3) structural and leadership-related organizational challenges. Leaders employed coping strategies such as time management, peer support, boundary-setting, and mindfulness practices, though many emphasized the need for stronger institutional interventions. Drawing on the Job Demands–Resources model, Role Theory, and Conservation of Resources theory, the study underscores the interaction between high job demands and insufficient organizational resources in shaping stress outcomes. The findings highlight the importance of combining structural reforms, such as administrative support and role clarification, with resilience-building initiatives to promote sustainable educational leadership and healthier institutional environments.
Canayong et al. (Sat,) studied this question.