| Summary: | 碩士 === 康寧大學 === 企業管理研究所 === 103 === Currently it is just normal that there are less school executives with heavier burdens in every small-sized primary school here in Taiwan. This study aimed to explore the difficult circumstances facing small-sized primary school principals and those teachers serving as school executives in Kaohsiung city particularly. The purpose is to understand these difficult circumstances facing teachers and principals to give references to their colleagues and education authorities. To do so, this study used “school plights” and “teachers serving as executives” as two factors to survey teachers/principals of small-sized primary schools in Kaohsiung area randomly. The questionnaires were distributed to 348 teachers/principals with the return rate at 71%, amounting to 248 valid samples. The gathered data were subject to descriptive statistics analysis, ANOVA and t test analysis as well to explore:
1). whether there are significant differences when different background variables were used to test schools facing difficult circumstances;
2). whether there are significant differences when different background variables were used to test teachers serving as executives.
The research found out that:
Some background variables such as gender, school districts, and school sizes bore no differences to schools facing difficult situations. But variables such as age, highest level of education, years of service, positions in school did affect teachers’ perception of school plights. Whether teachers servings as executives or not bore no differences to teachers/principals in such variables as gender, school district, and school size while age, highest level of education, years of service, positions did affect the subjects.
The conclusion could be summarized as:
1) subjects who are aged 51 and above, who have a master’s or above degree, who have been serving for more than 21 years, and who serve as school executives have stronger senses of school plights;
2) subjects who are aged 41 to 50, who have a master’s or above degree, who have been serving for 16 to 20 years, and who are now school executives are well aware of the necessity of serving as executives.
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