國民中學教師教育改革壓力組織調適與學校校能關係之研究

• Main Author: 葉春麗
• Other Authors: 蔡培村
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/17874260703569191510

碩士 === 國立高雄師範大學 === 教育學系 === 96 === A Study of Teachers’ Consciousness of the Relationship among Educational Reform Stress, Organizational Adaption, and School Effectiveness in Junior High School. ABSTRACT The purpose of this study is to discuss the relationship among educational reform stress, organizational adaption, and school effectiveness perceived by junior high school teachers. First, relevant literature on educational reform, job stress of teachers, organizational adaption 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 Educational Reform Stress of Junior High School Teachers and General Conditions of Junior High Schools” --- is developed accordingly. Then, junior high school teachers are used as research population, from which 620 teachers in 22 schools are randomly sampled as research subjects.527 copies of the 620 questionnaire issued are returned, among which 522 copies are valid. The returning ratio is 85%. After questionnaires are collected, statistics methods, such as descriptive analysis, t-test, one way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression, are used to analyze them. Finally, results of this study are discussed. Conclusions of this study are as follows： 1. Medium level of educational reform stress is experienced by junior high school teachers. In it, the item “adaption of change” is the most troubling one. 2. On the whole, the rating on organizational adaption is good. The adaption of teachers’ mindset is the most ideal. 3. School effectiveness perceived by junior high school teachers is not bad. And they are confident of their teaching quality. 4. Educational reform stress perceived by junior high school teachers is not significantly different in spite of different background variables. 5. Junior high school teachers who are male, experienced, with master’s degree, holding concurrent jobs of deans and teaching in a school with only short history possess higher organizational adaption. 6. Junior high school teachers who are male, experienced, with master’s degree, holding concurrent jobs of deans and teaching in a school with only short history perceive more satisfactory school effectiveness.. 7. Junior high school teachers who perceive less educational reform stress will have better sense of school effectiveness. 8. Junior high school teachers who sense organizational adaption will perceive better school effectiveness. 9. The lower the consciousness of educational reform stresses from junior high school teachers is, the higher their perception of organizational adaption will be. 10. The orientation of the positive development of organizational adaption will promote school effectiveness. 11. Educational reform stress and organizational adaption can predict school effectiveness. And administration measure is a major predicator variable. According to the above conclusions, this research intends to offer suggestions respectively to the educational administration authority, school administration operation, School teachers and the future study. Key words：junior high school, educational reform stress, organizational adaption, school effectiveness