A Study of Primary School Teachers’ Consciousness of the Relationship among Educational Reform Stress, Organizational Commitment, and School Effectiveness

• Main Author: 林政宏
• Other Authors: 鄭彩鳳
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/37674423323581715415

碩士 === 國立高雄師範大學 === 教育學系 === 92 === A Study of Primary School Teachers’ Consciousness of the Relationship among Educational Reform Stress, Organizational Commitment, and School Effectiveness ABSTRACT The purpose of this study is to discuss the relationship among educational reform stress, organizational commitment, and school effectiveness perceived by primary school teachers. First, relevant literature on educational reform, job stress of teachers, organizational commitment, and school effectiveness is collected, investigated, and analyzed. Next, the framework of the research is devised, the questionnaire is edited and pre-tested, and the research instrument of this study─“Questionnaire of the Investigation of Education Reform Stress of Primary School Teachers and General Conditions of Primary Schools”─is developed accordingly. Then, primary school teachers are used as research population, from which 890 teachers in 78 schools are randomly sampled as research subjects. 828 copies of the 890 questionnaires issued are returned, among which 810 copies are valid. The returning ratio is 91%. After questionnaires are collected, statistics methods, such as descriptive analysis, t-test, one way MANOVA, Pearson''s product-moment correlation, canonical correlation, and stepwise multiple regression, are used to analyze them. Finally, results of this study are discussed. Conclusions of this study are as follows: a) Medium level of educational reform stress is experienced by primary school teachers. In it, the item "workload burden" is the most troubling one. b) On the whole, the rating on organizational commitment is good, which means primary school teachers are highly identified with the schools. c) School effectiveness perceived by primary school teachers is not bad. And they are confident of their teaching quality. d) Educational reform stress perceived by primary school teachers is not significantly different in spite of different background variables. e) Primary school teachers who are male, married, senior, experienced, with master''s degree, and holding concurrent jobs of deans possess higher organizational commitment. f) Primary school teachers who are male, married, senior, experienced, with master''s degree or graduated from teachers'' institutes, and holding concurrent jobs of deans perceive more satisfactory school effectiveness. g) Primary school teachers who perceive less educational reform stress will have better sense of school effectiveness. h) Primary school teachers who sense organizational commitment will perceive better school effectiveness. i) The lower the consciousness of education reform stresses from primary school teachers is, the higher their perception of organizational commitment will be. j) The orientation of the positive development of organizational commitment will promote school effectiveness. k) Educational reform stress and organizational commitment can predict school effectiveness. And school identification is a major predicator variable. According to the above conclusions, this study brings about the following results: a) The content of teacher''s job should be legalized to clarify rights and duties, so that the workload burden of primary school teachers may be lessened. b) Primary school teachers'' stress management ability should be strengthened in order to establish appropriate work surroundings. c) Emphasizing the positive function of organization can efficiently upgrade school effectiveness. d) Understanding the characteristics of multiple indexes of school effectiveness can help to outline a practical model of school evaluation. e) By employing a concrete and practical counseling mechanism of teaching and learning, the authorities concerned can build up fellow teachers learning atmosphere. f) Establish a rotation mechanism of teacher''s holding concurrent administrative jobs and increase the opportunities of teachers'' participation in the decision-making of school affairs. g) Supply teachers with multiple accesses to advance study to strengthen their professional confidence. h) Give a boost to the morale of the teachers, especially female teachers'' involvement and commitment in the teaching job, can solidify the sense of cohesion in teachers. i) Propagate the ideal and rationale of education reform and form inner dynamics of renovation. j) Submit suggestions to object of study, research methods, research variables, and research instruments respectively, as some people of interest might pursue the topic of this study further. Key words: primary school educational reform stress organizational commitment school effectiveness