Navigating frustration: a comparative analysis of coping strategies among special education and elementary school principals

Abstract

While frustration is a prevalent emotion in the workplace, research on its manifestations among school principals remains limited. This study aimed to explore coping strategies for work-related frustration among elementary and special education school principals. The guiding research questions were (1) What are the primary expressions of frustration reported by school principals? (2) What strategies do they use to cope with work-related frustration? (3) How do coping styles differ between elementary and special education principals? Based on 36 interviews with Israeli school principals, distinct coping styles emerged between the two groups. Elementary principals tended to seek emotional support, engage in enjoyable activities, and employ self-encouragement. In contrast, special education principals used cognitive restructuring, sought advice and feedback, and adjusted their self-perspective to normalise situations. Problem-solving emerged as a less commonly employed strategy for both groups. The study concludes with empirical and practical implications for research and practice.