Abstract
This study examined the stress in the Minnesota elementary principalship following the COVID-19 pandemic and strategies principals are using to mitigate that stress to still flourish in the principalship. Using a qualitative, social constructivism interpretive framework and action research case study approach, 13 Minnesota Elementary School Principal Association (MESPA) Division Leadership Award Winning Principals shared their largest areas of stress and their most impactful strategies to reduce and manage that stress. Participants shared their stories through one-on-one interviews, a focus group, and a follow-up survey. Role theory, work stress theory, social cognitive theory, and emotional intelligence theory were used to interpret the results. These impactful stories illustrate strategies for working through stress, while also showing a need for more stress management and emotional intelligence training. This training could be added to principal training programs and ongoing principal professional development expectations.