| Summary: | 碩士 === 國立臺南大學 === 教育學系教育行政碩士在職專班 === 107 === The study is to discuss the current condition, differences and correlation between work stress and intent to stay on job of the teachers serving concurrently as student affairs administrators in public junior high schools in Tainan city.
The study uses data analysis and questionaire.After interviewing 223 teachers who serve concurrently as student affairs administrators in public junior high schools in Tainan city in 2019, the researcher got 195 copies of questionaires. 189 of those questionaires are effective. The researcher used descriptive statistics, independent sample T test, one - way ANOVA, Pearson product-moment correlation coefficient and Multiple Regression Analysis to analyse these 189 questionaires.
Conclusions:
1. The work stress level is middle. And teachers’ job duty is the most stressful.
2. The intent to stay is middle. And teachers think that the organizational commitment is the most influential. Nearly half of the 189 questionaires say teachers are not going to stay.
3. About work stress, there are apparent differences on these background variables, such as “gender” “the highest educational level” “administrative duty” and “school size.”
4. About intent to stay, there are apparent differences on these background variabes, such as “gender” “age” “marriage” and “school size.”
5. Between work stress and intent to stay on job of the teachers serving concurrently as student affairs administrators in public junior high schools in Tainan city , the correlation is apparently negative.
6. Among the work stress variables, “organization leadership” and “coworkers interaction” are of anticipation to the intent to stay. Besides, “organization leadership” is the most interpretable.
Suggestions:
1. For education administration supervisers:
(1) Reduce administration job duty to reduce the burden.
(2) Increase the administration people number at small schools.
(3) Enforce parents to participate in school’s affairs and make them know their responsibilities, rights, process and relative application forms.
2. For schools:
(1) Shape appropriate organization culture.
(2) School leaders ought to set up appropriate leadership.
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