| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 85 === The purpose of this study is to investigate administrative pressures of elementary and junior high school principals and compare the strategies they are to adopt. Furthermore, differences among the pressures they feel and the strategies they adopt are analyzed to realize their administrative disturbances to be solved and proper strategies to be required. Embodied suggestions are therefore offered to seve as references for educational authorities when holding seminars to enrich the professional knowledge of in-service principals, and as recommendations for training units when managing to cultivate newlyassigned principals.
To this end,the approaches of this study are literature analysis and pragmatic survey. First, through related literature analysis, the connotation and froming process of pressures are revealed. Next, research framework is set to design the questionnaire of administrative pressures and adopted strategies for elementary and junior high school principals. Sampling survey is focused on public schools in Taiwan area.Valid samples go to 379 copies (201 copies of junior high schools, and 178 copies of elementary schools ). Data gathered are processed and analyzed through Arithmetic Mean, Frequency Distribution, Percentiles, Arithmetic Mean Deviation Testing, One-factor Analysis of Variance, Chi-square Test, etc. The findings and conclusions are provided as follows.
First, the pressures can be categorized as nine dimensions in the following order, They are the pressures from.
(1)inner confilcts of the Self.
(2)educational reforms.
(3)student disciplint.
(4)local communities.
(5)time arrangement.
(6)administive routine loads.
(7)staff.
(8)upper-level supervisory institute.
(9)social relationship.
The pressure receptivity of junior high school principals is different from that of principals in elementary school. The ordinal pressures of the former is as follow:(1)-(3)-(2)-(5)-(4)-(7)-(6)-(9)-(8);while the latter is;(4)-(2)-(1)-(6)-(5)-(3)-(7)-(8)-(9).
Second, as far as the strategies adopted are concerned, the order of all principals'''' behavior can be classified as follows.
(1)Resort to discussion in order to seek policies.
(2)Act by law and negotiate by reason.
(3)Take the whole affair into consideration and just accept it.
(4)Turn to extetnal assistance for the purpose of solving problems,
(5)Totally to neglect it and let it be.
However, details can be described as follows.
(1)Those in elementary school tend to adopt the same ordinal strategies as are mentioned above;
(2)While thest in junior high schools reverse the order merely by shifting item (4)into item (5)and otherwise.
(3)The pressure receptivity in the nine dimensions makes on differences of significance to all principals. So does it exit in male and female and female ones.
(4)Except for being faced with the eighth dimension of pressure,the receptivity of all principals differs significantly besed on their personality and school characteristics when faced with the other eightdimension pressures.
(5)The receptivity of pressures for all principals is the same as what is mentioned in item(4)
(6)As for all the female principals faced with nine-dimension pressures, they also display the differences of significance on the basis of personality and school characteristics.
(7)Confronted with preessures,except for being faced with the pressure of the eighth dimension,all the principals also display the differences of significance according to their personality and school characteristics.
Based on the conclusions and findings above,five suggestions are offered at last.
(1)Suggestion for education administrative institute:
The pressures of junior high and elementary principals should be noticed and understood to make them devoted to their schools. Avoid their being involved in non-educational activities lest they may not concentrate on the administrative affairs. Meanwhile, recreational activities should be held to held to share the experiences in the release of pressures and seminars be utilized to enhance abilities in leadership and probiem-solving.Open and fair personnel financia sysatem should be established to reduce unnecessary feasts for principals. Visits abroad should be proivded for them to broaden their horizon educational concepts.
(2)Suggestion for principals:Self-relaxation should be made to develop a sound mind and boby. On-the-jop-training should be undertaken occasionally to make themselves adapted to time-changing concepts, Besides be flexible in leading skills to reduce the occurrence of administrative pressures. Advice shonld be taken to lead to a constructive communication and consensus. Participate in community activites and have a concern with community affairs, In this way, good social relationship couid be established. Next, self-education should enhance the professional knowledge.
(3)Suggestion for thaining units: Courses about crisis management should be arranged for newly-assigned principals and the professional knowledge should also be enhanced. Tips to the release of pressure and the utilization of adopted strategies should be instructed, Furtermore,social relationship should be developed and the ability time arrangement be strengthened. Access to on-the-job-training in Department of Education should be provided for principals.
(4)Suggestion for educational reforms: The concepts of educational reforms should be far-reaching to reduce the unnecessary doubts of principals. Reforms should be stressed both in the theoretical and practical aspects, The steps of reforms should be advanced steadily ,fairly, and objectively.Next, concrete laws should be made to be made to be observed.The govetnment and non-state reform groups should establish the consensus and cooperate side by side.
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