A Study on the Relationship between Teacher’s Job Stress, Social Support and their Willlingness to Stay at the Administrative Positions at the Public Elementary School in Hsinchu County

• Main Authors: WANG,FU-MEI, 王富美
• Other Authors: Hsu,Sheng-Hsun
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/g6nu2q

碩士 === 中華大學 === 企業管理學系 === 107 === The purposes of this study were to investigate: (a) the current situation of elementary school administrative teachers' working stress, social support, and intention to stay in Hsinchu County; (b) the differences of various background variables on the working stress, the social support, and the intention to stay; (c) the relationships among elementary school administrative teachers' working stress, social support, and intention to stay; (d) the verification of administrative teachers’ social support on the Moderating Effects of job stress and intention to stay. Questionnaire survey was adopted in this research. Subjects were retrieved from 690 administrative teachers of 83 public elementary schools in Hsinchu County. The study used stratified sampling technique based on school sizes. Questionnaires were distributed to 380 teachers. There were 370 valid responses, and the success rate was 97.4%. The collected data were analyzed by using the statistical methods of descriptive statistics, t-tests, one-way ANOVAs, Scheffé tests, Pearson Product-moment correlations, and multiple regressions. The main findings of this study are as follows: (1) The overall working stress on the elementary school teachers in Hsinchu County reached between medium to low level. Their stress from “work loads” was the highest. (2) The overall social support on the elementary school teachers in Hsinchu County reached between medium to high level. Their support from “informational support” was the highest. (3) The intention to stay is at higher-than-intermediate level for Hsinchu County elementary school teachers serving concurrently as administrators. (4) The “age 30 or below” have significantly higher levels of “overall working stress”, “the stress from the superiors”, “professional knowledge”, “interpersonal relationships”, and “internal conflict”. However, the “age 51 or above” had significantly lower levels of them. (5) The “teachers with one-year administration duty” had significantly higher levels of “professional knowledge” and “internal conflict”. (6) The “administrative teachers with one-year service” was high in “the stress from the superiors”. However, “administrative teachers served for 2 to 5 years” was high in “interpersonal relationships”. (7) In terms of " working stress", "administrative load", "interpersonal relationship" and "internal conflict", “teacher and director" and “teacher and section chief” showed the least pressure. (8) The “female administrative teachers” had higher “overall social support”, “informational support” and “emotional support” than the males’. (9) The teachers “schools with 61 classes or more” was in the highest in “instructional support”, nevertheless the teachers “school with classes 13 to 24” was in the contrary. (10) Teachers in the first year of administration significantly less willing to stay than those senior teachers. (11) Large schools are more likely than small and medium-sized schools to retain teachers in administrative positions. (12) The working stress of administrative duty has a significant negative impact on the willingness to stay in the administrational position. (13) Social support has a significant positive impact on retention intention. (14) Social support had no Moderating Effects between working stress and the intention to stay.