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Investigating School Principals’ Burnout: A Cross-Cultural Perspective on Stress, Sustainability, and Organizational Climate

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  • Remus Sibisanu

    (Department of System Control and Computer Engineering, University of Petrosani, 332006 Petrosani, Romania)

  • Stanislav Cseminschi

    (Department of Management and Industrial Engineering, University of Petrosani, 332006 Petrosani, Romania)

  • Andreea Ionica

    (Department of Management and Industrial Engineering, University of Petrosani, 332006 Petrosani, Romania)

  • Monica Leba

    (Department of System Control and Computer Engineering, University of Petrosani, 332006 Petrosani, Romania)

  • Anca Draghici

    (Faculty of Management in Production and Transportation, Politehnica University of Timisoara, 300006 Timisoara, Romania)

  • Yunis Nassar

    (Faculty of Humanities and Social Sciences, Oranim College, Haifa 3604324, Israel)

Abstract

Chronic stress, culminating in burnout, evolves gradually and is notoriously difficult to detect due to vague symptoms and individuals’ hesitances to acknowledge their struggles. To expedite the identification and recognition of this condition, enabling timely psychological intervention, the integration of Artificial Intelligence (AI) is increasingly being considered. This research does not assert the feasibility of an AI system managing all aspects of chronic stress’s impact. However, it highlights the capability of current technology to detect stress indicators based on quantifiable data like Heart Rate (HR) and organizational climate dimensions. Although other physiological markers such as oximetry, skin galvanic response, and EKG have been explored, they have not shown reliable differentiation between stress and joy. Focused on the unique context of school principals in the Bedouin region of Israel, this study investigates the interplay between HR, organizational climate, and stress levels. It introduces a novel application of a fuzzy logic tool that combines HR and organizational climate metrics to aid in stress diagnosis. This tool incorporates the psychologist’s expertise to provide real-time data crucial for developing effective coping strategies. While the AI-supported fuzzy system does not replace professional psychological intervention, it significantly enhances the speed of condition identification and intervention planning, thus shortening the response time to stress-related issues in educational leadership within culturally specific settings. The application of such AI-driven tools is pivotal for sustaining the well-being and effectiveness of educational leaders, thereby supporting the broader goal of educational sustainability.

Suggested Citation

  • Remus Sibisanu & Stanislav Cseminschi & Andreea Ionica & Monica Leba & Anca Draghici & Yunis Nassar, 2024. "Investigating School Principals’ Burnout: A Cross-Cultural Perspective on Stress, Sustainability, and Organizational Climate," Sustainability, MDPI, vol. 16(16), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:16:p:7016-:d:1457267
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    References listed on IDEAS

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    1. Sergio Edú-Valsania & Ana Laguía & Juan A. Moriano, 2022. "Burnout: A Review of Theory and Measurement," IJERPH, MDPI, vol. 19(3), pages 1-27, February.
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