Most research on educators and stress has focused on teachers and principals. But make no mistake: Stress affects Superintendents as well. Superintendents are often seen as cool, calm, and collected, which allows me to suggest that they are equally as stressed. Like Principals, Superintendents tend to be more resilient, but they are stressed.
A recent RAND Report entitled “Politics Is the Top Reason Superintendents Are Stressed,” Selected Findings from the Spring 2023 American School District Panel Survey, written by Heather L. Schwartz, Melissa Kay Diliberti, and published Jul 12, 2023, indicates the following:
- In spring 2023, 79 percent of superintendents reported that their jobs were “often” or “always” stressful. Superintendents most commonly cited the intrusion of political issues or opinions into schooling as a source of that stress.
- Roughly one-half of superintendents (53 percent) said their work was “often” stressful, and another 26 percent said their work was “always” stressful. The remaining 21 percent of superintendents said their work was “sometimes” stressful.
- They observed high stress levels among superintendents regardless of their sex, race/ethnicity, years of experience, or district characteristics.
- However, stress levels were particularly high among superintendents of color and superintendents serving in urban districts.
- Superintendents of color almost universally said their work was “often” or “always” stressful.
Summary of Key Findings
• A high proportion of superintendents experience frequent work-related stress.
• Politics is the most common source of stress in superintendents’ jobs.
• More urban than suburban and rural superintendents said their job is worth the stress.
• Only half of the superintendents said they are coping well or very well with job-related stress.
• Frequent job-related stress is far more common among education leaders than among working adults. Still, most education leaders said the job is worth the stress.
The graph above compares stress and depression among educators and adults in other professions. So, when your non-educator friends insist on telling you that your job is easy, please have the gall and the gumption to cite this data!
A study conducted by the American Educational Research Journal stated that all teachers experienced role-related stress, task-based stress, and environmental stress, resulting in insomnia, depression, and anxiety.
The bottom line is that educators at every level are not just acutely stressed but chronically stressed. Chronic stress is the type of stress that causes insomnia, depression, and anxiety!
Typically, we have found that what stresses teachers is “teaching” and what stresses leaders is “leading”! However, in this issue of the Passion Zone, I want to focus on how stress affects Superintendents. According to the research in the RAND Report, Superintendents most commonly cited the intrusion of political issues or opinions into schooling as a source of that stress. Allow me to suggest that this enigma of politics in education also causes principals much discomfort. According to Boleman and Deal in their book entitled The Four Frames of Education, “Politics” or the Political frame is simply one of four frames encompassing the educational process.
In my books More Than A Notion, A Journey in Educational Leadership in the Age of Accountability, and The Reframing of American Education, I also discuss the four frames of education. Concomitantly, in Phases 2.1 and 2.2 of our Framework 2, Leadership, we dive deeply into how to effectively use the four frames of education with real-world strategies!
Before we examine the practice of politics in education, let’s first consider why politics is part of the educational process.
Education is primarily a state function, governed by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
The Council of Chief State School Officers is a nationwide, nonprofit organization composed of public officials who head the departments of elementary and secondary education, five U.S. extra-state jurisdictions, the District of Columbia, and the Department of Defense Education Activity.
The National Governors Association is a bipartisan organization of the nation’s governors. It promotes visionary state leadership, shares best practices, and speaks collectively on national policy.
Founded in 1908, the National Governors Association is the collective voice of the nation’s governors and one of Washington, D.C.’s most respected public policy organizations. (Dept of Education founded in Oct.1979)
Its members govern the fifty-five states, territories, and commonwealths. NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill to developing and implementing innovative solutions through the NGA Center for Best Practices.
- Education is controlled and run by the NGA and CCSSO—i.e., the governors.
- Governors appoint the state superintendent of education.
- District superintendents are elected or appointed by their local school board.
- District superintendents appoint school-based and central office staff leaders.
- Teachers are hired, or in some cases, recommended by principals.
- The president appoints a secretary of education, but their role is to assist the president in executing education policies and implementing laws enacted by Congress.
The Four Frames Explanation
Structural Frame
Deals with how organizations and systems operate. This is done by clearly defining roles, rules, goals, policies, technologies, and environmental expectations.
Implementing this frame requires properly aligning people, processes, and technology to enhance the structure and constantly being attuned to its needs.
Symbolic Frame
It is probably one of the most powerful frames. When used correctly, it inspires people to have hope. For instance, the United States flag is a symbol, and each state has a flag as a symbol.
Symbols evoke passion and speak volumes even when mouths are closed.
The challenge is when symbols are used to invoke hate or negative emotions.
Humanistic Frame
Deals primarily with how people in the organization interact. More specifically, it addresses relationships, self-interest, needs, feelings, and skills.
The challenge in this frame is being attuned to human needs without sacrificing the organization’s goals.
Political Frame
Deals with power, politics, self-interest, competition, conflicts, and intrigue.
The challenges of this frame are developing an agenda, forming coalitions to build a solid power base, acquiring good intelligence, and learning how to dispense information wisely.
Many principals shy away from this frame because they feel that politics is for politicians, but the truth is that politics is an important and prominent part of our business (NCLB, CCSSO, NGA, etc.). We must embrace it and make it part of our skill set.
Ways to Engage Politically
Forming partnerships with local businesses, not just to solicit their support, but to make them aware of the school’s progress.
Develop a professional relationship with your school board members and keep them updated on the school’s needs.
Welcoming local teacher organizations so they can serve their constituents.
Attend community board meetings and advocate for your school to alleviate false perceptions.
Joining professional organizations and becoming active in their endeavors.
In this issue of the Passion Zone, we primarily discussed how particular stressors affect Superintendents and Principals. In our June issue, we will devote time to diving deep into how stress affects teachers and provide some solutions from our Framework 1, which deals with Social-Emotional Literacy and Intelligence.
Until then, check out our website and an upcoming conference by one of our Colleagues, Angela Prince!
4 Practical Ways School Superintendents Can Address Stress
- Engage in Peer Support Networks
Since superintendents often deal with politically charged environments, connecting with fellow leaders through professional networks or mentorship groups can provide emotional support and shared strategies. - Prioritize Mental Health and Self-Care
Given that only half report coping well with stress, superintendents should intentionally set aside time for activities that support well-being—such as regular exercise, mindfulness, therapy, or hobbies. - Advocate for Clearer Boundaries Between Politics and Education
As politics is the top source of stress, working with school boards and state associations to clarify the role of political discourse in schools can help reduce tension and ambiguity. - Seek Professional Development in Stress Management
Investing in training that focuses on leadership resilience, conflict navigation, and stress-reduction techniques can equip superintendents with practical tools to manage high-pressure situations.