Work Pressures on the Current Elementary School Principals and the Relevant Coping Strategies: A Sample from Yunlin County

• Main Authors: Win-lai Lin, 林萬來
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/65061667971056439749

碩士 === 國立中正大學 === 教育研究所 === 94 === The study adopts qualitative interview via a purposive sample from twelve principals working in Yunlin County’s elementary schools. The purposes of the study are to present the types of work pressures that the current elementary school principals encounter, the factors that cause the work pressures, the principals’ coping strategies toward their work pressures, the factors for the adoption of coping strategies, the relationship between work pressures and coping strategies. The conclusion and suggestions are offered based on the result of the study. With the analysis on the sample, the conclusions are as follows: I. Among the types of work pressures that the current elementary school principals encounter, the most prevalent type is the one from the management of campus security. The secondly prevalent types, in their given order, are those that come from public relation, from superintendents, from leadership of administration, curricular and instruction, from expectation for roles, from the merge of schools or the decreasing number of students. The least prevalent types are those from finance, from construction, from students’ academic achievement, and from students’ future schooling. II. Among the factors that cause work pressures, the first intrinsic factor is personality; the second intrinsic factors, in their given order, are the length of service, gender, and age; the last intrinsic factor is educational background. On the other hand, the first extrinsic factor is the participation of parents in the school’s administration; the second extrinsic factors are the school’s features and its scale; the last extrinsic factor is the school’s location. III. Faced with work pressure, elementary school principals will most frequently seek supports as their coping strategy; they may also analyze their work pressure, adapt to it, listen to opinions, and delay their response successively; they may least resort to advance their schooling. IV. Among those factors for the adoption of coping strategies, the most dominant intrinsic one is the length of service of the principal; then there are personality, gender, and age that follow up successively as intrinsic factors; the least dominant intrinsic factor is educational background. Regarding extrinsic factors, the most dominant is the participation of parents in the school’s administration; then there are the scale of school and the features of school as the extrinsic factors in their given order; the least dominant is the location of the school. V. Faced with mutual work pressures, what coping strategies are applied by elementary principals will differ from case to case. At the end, the researcher offers suggestions as the reference for elementary school principals, the upper administrative organs, and further studies.