| Summary: | 碩士 === 國立政治大學 === 教育學系 === 90 === Research on Relationship Among Junior High School Organizational Structure, Role of Tutor’s Stress, and Burnout
Abstract
The main objective of this research is to discuss (1) the present junior high school organizational structure and its practical operation conditions, (2) whether junior high school organizational structure having any influences on tutor’s burnout, (3) if any relation between the junior high school tutor’s background variables and their role stress, (4) if Junior high school tutor’s role stress having any influence on burnout, (5) if there having any interaction between junior high school organizational structure and tutor’s role stress towards burnout, (6) if there having any relationship between tutor’s background variables and burnout, and (7) if there any predicted function for junior high school organizational structure and tutor’s role stress towards burnout.
This research has used questionnaire research, based on “Junior high school organizational structure and questionary of tutor’s working conditions”, the content of the questionnaire including 3 sections, which are questions on junior high school organizational structure, tutor’s role stress, and burnout. There are total of 681 junior high school tutors took part in this questionnaire research, they are from Taipei county, Tao Yuan county, Hsin Chu county, and Hsin Chu city, the questionnaire feedback rate is 93.9%, after the statistical analysis, the research result is described as following:
1.There is an obvious difference between junior high school organizational structure due to the size of the school, different operation in different areas:
a.Due to different size of Junior high school organizational structure, there is an obvious difference on formalization, centralization, standardization, and traditionalism operational range.
b.Due to different regions of junior high school organizational structure, there is an obvious difference on specialization, centralization, and standardization operation ranges.
2.The different level of junior high school organizational structure formalization, centralization, specialization, traditionalism has obvious differences on the experiences of tutor’s burnout.
3.Junior high school tutor’s background variables (sex, age, annual pays, educational background, marriage status, school size) have obvious difference on role stress.
4.The different levels of role ambiguity, role overload, role conflicts of junior high school tutors have obvious differences on the experiences of burnout.
5.Junior high school organizational structure standardization and tutor’s role stress (role ambiguity, role overload) have interaction with personal accomplishment.
a.When the level of organizational structure standardization is higher, the level of role ambiguity is higher, vice versa, when the level of role ambiguity is higher, relatively the level of organizational structure of standardization will decrease and the experience of personal accomplishment will be lower.
b.When the level of organizational structure standardization is higher, the level of role overload will decrease and experiences of personal accomplishment will increase.
6.Junior high school tutor’s background variables (sex, age, annual pays, educational background, marriage status) have an obvious difference on occupational burnout.
7.Junior high school organizational structure, tutor’s role stress, and tutor’s background variables can be use in each range of burnout prediction.
a.In predicting the ranges of depersonalization, personal accomplishment of tutor’s burnout, and the most predictable item is the role ambiguity.
b.In predicting the ranges of tutor’s burnout, emotional exhaustion, and the most predictable item is the role overload.
According to the research for Educational Institutes, schools, and tutors, there are some suggestions as following:
1.Reducing number of students in a class, improving teaching environment, and establish a fair and objective tutor’s evaluation system.
2.Increasing the opportunity of on job trainings and promoting tutor’s specialization knowledge and ability.
3.Changing the method of principal leadership to set up “specialization”, “standardization”, and “formalization” of school organizational structure.
4.Offering more opportunities of communication channels and allowing tutors who can involve in school development proposal and promotion.
5.Opening up tutor’s social range, seeking for different social support system, and reducing burnout.
6.Verifying tutor’s responsibilities and strengthening their assisting ability.
7. Educating tutors the responding strategies and abilities towards burnout and promoting self-grow up.
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