| Summary: | 碩士 === 開南大學 === 商學院碩士在職專班 === 104 === This study is to discuss the causes and levels of effects of stress on elementary school administrators and further compares the background variables of how teachers in remote areas evaluate stress-causing factors and how the prospective differs from others.
The findings of this study are as following:
1. Among all the stress-causing factors in elementary administrative teachers,teachers in remote areas have relatively high perception of the value ofoperating load, enjoyment of work, competency, and role conflict.
2. High perception of stress causers are relatively recognized amongst the following five facets:
(1)“An excess of amount of various evaluations, official visits. The excessive production of documents are time consuming and wasting. These factors make me feel pressured”
(2)“I think administrative work should have sufficient time to be learned and adapted into.”
(3)“I feel stressed when being evaluated or visited by higher ranking officials”
(4)“It is often difficult to maintain a well-balanced social network when doing my own job.”
(5)“To run different varieties of events in school are very time consuming. It influences the teaching portion of the job, which is quite annoying.”
3. High perception of stress causers are relatively recognized amongst the following five facets:
(1)“An excess of amount of various evaluations, official visits. The excessive production of documents are time consuming and wasting. These factors make me feel pressured”
(2)“I think administrative work should have sufficient time to be learned and adapted into.”
(3)“Higher ranking officials often demand new tasks to be done immediately, which makes me feel stressed.”
(4)“It is often difficult to maintain a well-balanced social network when doing my own job.”
(5)“Being in the administrative position, I often encounter many unreasonable requests that I consider inappropriate.”
4. There are no significant differences between gender, education background, titles, administrative seniority and marital status regarding the perception of stress-causing factors.
5. Amongst teachers with different age and seniority, there is onlythe significant difference on the “interpersonal relationship” facet in perceiving stress-causing factors.
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