A Comparison of the Challenge of the Common Core State Standards to Traditional Job Stressors of North Carolina Superintendents Public Deposited

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  • March 19, 2019
  • Morrison, Shane M.
    • Affiliation: School of Education
  • The purpose of the study was to examine the levels of stress, and the impact of the Common Core State Standards on stress, of superintendents in North Carolina. Secondary analysis addressed demographic differences and any relationships between stress and the independent variables. The researcher collected data through the survey research method and used descriptive and correlation statistics. One open ended question was administered at the end of the survey to allow for superintendents to express any stress concerning federal and/or state mandates. A survey was emailed to all 115 superintendents in North Carolina, and 56 responded. The survey questions consisted of the Administrative Stress Index (ASI), which included 33 stressor items that superintendents traditionally encounter on the job. Other questions consisted of five questions designed by the researcher to obtain necessary demographic information. The respondents in this study reported, on the Administrative Stress Index, on a scale from 33-132, a mean score of 81.69. The findings suggest that district level superintendents in North Carolina were moderately stressed in their jobs. The data also indicated that superintendents are not feeling excessive stress due to the controversy surrounding the Common Core State Standards. The key findings from the data in this study show: (1) North Carolina superintendents are experiencing moderate job-related stress; (2) the top three reported stressors were: attempting to meet student performance standards as measured by standardized tests, imposing excessively high expectations on myself, and preparing and allocating budget resources; (3) there were no significant differences between the variables of gender, years as a superintendent, education level, size of the district, and district poverty when compared to the superintendents' reported Common Core stress levels; (4) superintendents with 4-10 years of experience as a superintendent reported significantly higher overall stress than superintendents with more than 10 years of experience as a superintendent; (5) there were no significant differences among superintendents' mean stress indexes in terms of gender, education level, size of the district, and district poverty; and (6) the top three responses superintendents reported, in their open ended responses, were: funding issues, stressful new policies, and federal intrusion into education.
Date of publication
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Rights statement
  • In Copyright
  • Schainker, Stanley
  • Veitch, James
  • English, Fenwick
  • Doctor of Education
Degree granting institution
  • University of North Carolina at Chapel Hill School of Education
Graduation year
  • 2015
Place of publication
  • Chapel Hill, NC
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