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Purpose: To analyze personal interactions as one of the possible factors that can generate\udgreater stress in school administrators. For this purpose, we present the design, validation and\udapplication of a survey that intends to measure the type of managerial functions that are\udassociated with higher rates of personal interaction and their possible measurement as stressors\udof those performing administrative functions.\udDesign/methodology: To develop, validate and apply an assessment tool to measure the\udstress of school administrators. To this end, a mixed analysis methodology has been adopted,\udinvolving the selection of a group of experts, the calculation of an “expert proficiency\udcoefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the\udmodified Delphi method in two phases, with a sample of 30 school administrators and\udeducational supervisors. The survey has also been subjected to a process to determine the\udtrustworthiness and validity of the construct through exploratory and confirmatory factor\udanalysis.\udFindings: The result is a 5-dimension, 31-item survey with a total score of 155 points and\udthree measurements: low stress (1-50 points), medium stress (51-100 points) and high stress\ud(101-155 points).The areas that generate the greatest amount of stress can be summarized in\udtwo categories: reprimanding teachers for non-performance of their duties and discipline\udmanagement at the center (expulsions, bullying, fighting and drugs).\udResearch limitations/implications: The survey was designed according to the socioeducational\udcharacteristics of the Spanish context. Further research in other educational\udcontexts would require an adaptation of different items on the scale.\udPractical implications: Measuring the school administrator’s stress makes it possible to\udidentify those functions that are more susceptible to intervention, both formative and\udadministrative. This improves one of the key areas of school organization.\udSocial implications: The improvement of the school institution and its governance starts with\udidentifying those aspects that require educational interventions, but also social ones that imply a\udreflection on how schools in the 21st century are managed and organized.\udOriginality/value: There are no Spanish studies that propose assessment tools to measure the\udstress of school administrators; in this sense, this study provides a framework for the Spanish\udcontext.Peer Reviewe

The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool