A Study of the Relationship between Work Pressure on the Teacher Who Serves Concurrently as Administrative Staff and School Organizational Climate

• Main Authors: Chiu Tsung I, 邱從益
• Other Authors: 郭隆興
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/11441543300664157865

碩士 === 國立高雄師範大學 === 成人教育研究所在職專班 === 92 === A Study of the Relationship between Work Pressure on the Teacher Who Serves Concurrently as Administrative Staff and School Organizational Climate Abstract The study, conducted solely in Kaohsiung City, is to explore the relationships between the junior high school’s organizational climate and the school teachers’ work pressure, who also server as administrative staff. Its purposes are a) to understand the present status of the administrative member’s pressure and his or her school’s organizational climate, b) to discuss the discrepancy between the pressure and the climate perceptions, by examining each individual’s background, c) to investigate what is associated with the teacher and the climate, and d) to offer suggestions for educational institutes and schools. By going over and discussing related literature, the study tries to set up a theory and a research structure as the basic research instrument. The survey study method was implemented through a random selection of 464 teachers with concurrent posts from 34 junior high schools in Kaohsiung, public or private. A total of 426 effective samples were collected. Two assessment instruments were employed for the analysis: Concurrent Staff’s Work Pressure Questionnaire and School Organizational Climate Questionnaire. These samples were analyzed using t-test, One-Factor Analysis of Variance, Scheffé Method, Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis. A. Findings are ninefold: 1.The teacher with concurrent posts has felt work pressure; the index of it is in the moderate level, with the internal conflict scoring the highest point. 2.The single, female, young, and less experienced teacher with a concurrent job as a subdivision director has confronted more pressure. 3.There has been no difference in the pressure level in terms of working place and educational background. 4.The teacher with concurrent posts perceives a moderate school organizational climate, in which the hospitable behavior variance has been rated the strongest. 5.The married, male, senior, and experienced division director has viewed the supportive behavior the strongest climate. 6.Aloof behavior has been perceived the strongest by the senior teacher with a concurrent job, who also lives in the urban area. 7.The small-size school teacher has felt the strongest in the variance of supervision and perception of an open organizational climate. 8.There is a close tie between the perception of the teacher with concurrent posts on school organizational climate and his or her feeling of pressure. 9.By looking at the variances of the teacher’s background and pressure, we can predict what the school organizational climate is going to become. B. Suggestions and Implications: 1.For the administration: (1) In order to increase the openness of the school organizational climate and reduce work pressure, the administration is entitled to offer more advanced courses to update the principal’s knowledge of school management and leadership. (2) In order to enhance the teacher’s spirit, the administration has the obligation to do more in rewarding and showing tender solicitude and consideration on the teacher. (3) In order to reduce the teacher’s administrative burden, the administration should simplify the administrative process. (4) In order to diminish the teacher’s pressure of internal conflict, the ministration should make sure that the teacher’s health is of prior concern. (5) In order to decrease the teacher’s pressure when carrying out jobs and accumulating professional knowledge and to avoid administrative errors, a knowledge-management system and an administrative and cooperative strategy institution need setting up. (6) In order to inform the teacher the latest technique on pressure management and to make sure the principal completely perceives his school organization climate, an Internet website on pressure management and organizational climate management is a necessity. 2.For the tips on school management: (1) The principal is valuing the school’s organizational climate by building up in the school an atmosphere of profession, hospitality, cooperation, creation, and support. (2) In order to beef up the feeling closeness among the teachers, the principal is discouraged to lead by supervision, but by support and caring. (3) An establishment of consultation system is needed to offer help and answer for the teacher who has experienced great pressure. (4) Female teachers with concurrent posts should be given more opportunities to administer, in the hope that they gain more supports and encouragement. (5) By giving female teachers more opportunities to participate in administration, the principal is reducing the risk of conflicts between the teachers; by doing so, he or she is also enhancing the close feeling, supporting school climate, and making the pressure of interaction between the teachers less likely to happen. 3.For the teacher with concurrent posts: (1) An improvement in the openness of school organizational climate is helpful in strengthening the teacher’s hospitable behavior and social life, and at the same time, diminishing aloofness. (2) Learning to express oneself, diminishing the teacher’s pressure of internal conflict and self-asserting are the three ways to knowing oneself better. (3) Learning to react deftly to pressure is leaning to confront it and, in turn, solve it.