Published by the Association for Supervision and Curriculum Development, Educational Leadership can be considered to be a scholarly publication that addresses topics of tremendous interest to the school administrators and educators. In the most recent issue of the publication (April 2005; Volume 62, Number 7), the journal offers a comprehensive discussion of the adolescent learner. The articles range from systemic and instructional strategies to help adolescent learners to the physiological and psychological profiles of adolescents. This journal is readily available in most public and university libraries, whether in print or electronic format. Considering the invaluable insight it offers to school administrators on working with students and teachers, it is highly recommended.

The multiple ways team building can be done within a school setting were proposed by the three authors writing in the aforementioned publications. In his article published in Leadership, Hoffman (2004) discussed how leadership teams that comprise school principals and the administrators at the district level can be formed to enhance the capacity of the individual members to perform their tasks. During these periodic me

With regard to stress management, articles from the three different resources offered disparate perspectives. In their article published in Leadership, Bloom, Castagna and Warren (2003) proposed the hiring of experts to offer leadership coaching to principals, as a means of helping principals to deal with the stressors of the workplace. Because they are specialized in leadership training, these experts are well-versed with different strategies to help principals cope with their leadership demands efficiently and effectively, thus lessening the level of their stress. On the negative side, the hiring of experts for one-on-one sessions with principals can be extremely expensive for the school districts that are already affected by funding.

Utilizing a slightly different approach to address the issue of stress management in her article published in Educational Leadership, Cherniss (1998) identified the qualities of emotional intelligence in school principals, which enable them to manage the stress effectively. Supporting her discussion with profiles of school principals who manage stress effectively, Cherniss (1998) explained how principals who are open to dealing with challenges, differences of opinion, and mistakes of their teachers are less likely to succumb to stress. They often take the initiative to handle problems, without being overwhelmed by them. Cherniss (1998) suggested that training programs can be implemented to develop these qualities in professionals. While Cherniss (1998) did suggest participation in training programs for the development of these qualities, it is also evident that these qualities are highly related to the personality characteristics of the principals. Thus, the article seemed to imply that individuals who do not possess these personality attributes will not be able to manage stress effectively.

Bloom, G. (2004). Dear princip