Work Stress on Teachers Concurrently Serving as Chiefs in Taipei Municipal Elementary Schools and Strategies applied to Such Stress

• Main Authors: Lee Shyh Trong, 李世同
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/95488608828271604471

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 95 === The study aimed to understand the stress brought about by heavy workload on teachers who concurrently served as chiefs and the strategies applied by them. It also explored the differences of stress and corresponding strategies displayed by teachers with different background variables. Then, feasible suggestions were offered based on the results concluded. A questionnaire survey was conducted as the main method of the research. Stratified random samplings of 500 teachers serving concurrently as administrative chiefs from 142 municipal elementary schools of different school sizes were chosen as the subjects. A questionnaire titled “Stress on Teachers Concurrently Serving as Chiefs in Taipei Municipal Elementary Schools and Strategies Applied to Such Stress.”was designed as the research tool. 500 copies of the questionnaire were sent out and 87.8%, 439 out of 441 copies returned, was valid. The obtained data were analyzed by means of average, standard deviation, t-testing, one-way ANOVA, Scheffe’s methods, frequency distribution and other statistic methods, and with Microsoft Excel 2003 and SPSS Chinese version 10.0 as statistic tools. The results of the study were concluded as follows: 1. The level of overall work stress that teachers concurrently serving as chiefs perceived was below moderate, and it was found more evident with regard to “workload” and “pressure from supervisors”. 2. Strategies of “problem solving” and “rational thinking” were more frequently applied by teachers concurrently serving as chiefs when stress arose. 3. Female teachers concurrently serving as chiefs felt greater work stress than their male counterparts. 4. Young teachers concurrently serving as chiefs felt greater work stress than their older counterparts with regard to “inner conflicts”. 5. Teachers with less seniority that concurrently served as chiefs felt greater work stress than those with more seniority with regard to “inner conflicts”. 6. Teachers who held the concurrent job as chiefs for fewer years felt greater work stress than those holding the job for longer years. 7. Teachers concurrently serving as chiefs from schools of medium-scale and small-scale felt greater work stress than those from schools of large-scale. 8. Teachers concurrently serving as chiefs from schools in Shilin Area felt greater work stress than those from schools in Beito Area. 9. Different sexes of teachers concurrently serving as chiefs displayed obvious differences in strategy application. 10. Older teachers concurrently serving as chiefs were found more effective in strategy application than their younger counterparts. 11. Section chiefs of equipment were found more effective in strategy application than section chiefs of registration. 12. Teachers concurrently serving as chiefs from schools of large-scale were found more effective in strategy application than their counterparts from schools of small to medium-scale. 13. Obvious differences in strategy application were displayed by teachers who concurrently served as chiefs bearing different duties. 14. When facing different work stresses, teachers concurrently serving as chiefs displayed difference in the strategies most frequently adopted. Based on the above results, the following suggestions are offered: To the administrative authorities concerned: to reduce the workload by simplifying the forms of documents, performance papers and report charts; to facilitate administrative business operation by building up a mechanism of internship; and to share the administrative business by increase the number of teachers who concurrently serve as chiefs. To schools and the principals: to ease the workload by cutting the unnecessary activities; to lift up the morale by offering timely concerns and encouragement; to facilitate business operation by ascertaining business handing over and reinforcing experience passing down; and to ease work stress by holding stress-easing and on duty training and relevant activities. To teachers concurrently serving as chiefs: to facilitate business operation by focusing on the priorities and effective time management; to improve problem solving ability by seeking useful resources and assistance; to enhance self-confidence by enrich professional knowledge. Suggestions for future studies: To understand the work stress felt by novices by applying supplementary means of interviews or observation; to analyze more deeply the strategy application by teachers who concurrently serve as chiefs bearing different duties is suggested; and to explore the strategy application to different work stress by teachers concurrently serving as chiefs by means of multiple selection and sequence selection.