The Relationship between Role Stress and Job Satisfaction of Teachers in Charge of Administrative tasks in Public Elementary Schools in Taipei City

• Main Authors: chun-ming,shih, 施春明
• Other Authors: 王保進
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/50909039066577464878

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所 === 94 === The Relationship between Role Stress and Job Satisfaction of Teachers in Charge of Administrative tasks in Public Elementary Schools in Taipei City Abstract This study explored the role stress and job satisfaction of the elementary school teachers who served as both teachers and faculty staff. Backgrounds of participants varied in relation to gender, age, educational degree, working experience, length of time overlapping the role as teachers and administrative members, school size, the department at which participants served, job requirements, further pursuit on professional development, and job allotment. The impact on the awareness of the role stress and the differences of job satisfaction was illustrated accordingly. Having based on the literature review and the relevant theories, the researcher constructed the rational framework and then spread a self-designed questionnaire over teachers among 70 public elementary schools who were engaged with the dual tasks. With the effective 482 questionnaires collected, the statistical analysis was derived through the software SPSS10.0, employing to process item analysis, Cronbach α validity analysis, T test, and single factor variation analysis. The researcher made discussion in accordance with the results and proposed relevant suggestions. The main findings of this study are summarized as follows: I. As a whole, the level of role stress appeared under the average. II. The level of role stress appeared above the average. III. For those, who aged under 30, or whose teaching experience was less than 5 years, or served dual-tasks for less than 5 years, or who served as section chief, or who were assigned to the job without their working seniority and preferences being considered, their awareness of role pressure appeared comparatively high. IV. In view of job satisfaction, participants of those, who were the department directors, or aged above 51, or had completed the In-service Forty Credit Course, or had served on dual-basis for more than 21 years, appeared higher level. V. The role stress and job satisfaction for teachers with dual tasks appeared in negative correlation. Key words: role stress, job satisfaction