This article investigates teacher stress caused by school principal behaviors, coping strategies, and the effectiveness of these strategies. Suggestions for improving principal-teacher relations through coping behaviors are explored. (DF)

Examined are teachers' perceptions of "everyday" politics in schools. Of the 777 teachers responding, 404 described the political strategies they used with principals as "open" and "effective." Discussed are these strategies, teachers' reasons/purposes, teachers' feelings, and strategy effectiveness. (73 references) (SI)

If teachers perceive their principals as "closed"--inaccessible, unsupportive, and insecure--they are wary of efforts toward increased collaboration. With closed principals, teachers resort to micropolitical strategies, including avoidance, excessive rationality, ingratiation, confrontation, coalition-building, and deliberate noncompliance.…

This study investigated teachers' perceptions of politics in schools, based on an open-ended questionnaire distributed to 902 teachers, of whom 348 explicitly discussed favoritism. Accordingly, this article describes the meaning of favoritism from the perspective of teachers, with descriptions, themes, and hypotheses drawn directly from the data.…

Synthesizes the general results of a year-long study of teachers in a suburban high school in New York that explored teachers' perceptions of their roles and responsibilities. The findings are presented here to help principals better coordinate their efforts with teachers to improve schools. (WD)

This study examines teachers' perspectives on ineffective school leadership. Data collected from interviews, questionnaires, and observations of teachers in one urban high school in southeastern United States revealed factors that teachers identified with ineffective school principals and their effects on the teachers and on their relationships…

Data are synthesized from four qualitative studies of teacher work stress. One factor, student discipline, is used to illustrate the problem of teacher stress. The data suggests the importance of understanding stress as a powerful process affecting individual and organizational behavior. (MD)

The political perspectives of teachers are examined in the context of interpersonal relationships in schools. Teachers develop a sensitivity to being controlled and manipulated by administrators, parents, and students. Teachers develop protectionistic political interactions to each other. Knowledge of the politics and culture of work permit more…

Investigated political behaviors in the teacher-principal relationship from the teachers' perspective using unstructured and semistructured interviews. Demonstrated that the political perspective of the teachers was based on sensitivity to the power of principals and the development of strategies to deal with power in protecting themselves from…

Examines the political strategies used by 261 female and 105 male teachers from 99 urban, 144 rural, and 123 suburban areas when interacting with "closed"/"ineffective" principals. Teachers' reasons/purposes for using such strategies and teachers' opinions concerning the strategies' effectiveness were studied within the context…