A Study of Relationship between Working Stress andProfessional Burnout of Principals in Elementary Schools− Exemplification by Elementary Schools in Kaohsiung Region

• Main Authors: Lin, Jui-Yi, 林瑞益
• Other Authors: 陳慶瑞
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/85793449185211135435

碩士 === 國立屏東師範學院 === 教育行政研究所 === 93 === The strategic aim of this study is to unravel the current status of working stress and professional burnout for principals of elementary schools. The comparative study is performed to reveal the differences of working stress and professional burnout between the principals of elementary schools with different background variables; through which the relationships between working stress and professional burnout are investigated. The methodology of questionnaire survey is implemented for all principals of public elementary schools in Kaohsiung region. The questionnaires that explore the working perceptions from principals of elementary schools, developed by the present author, were distributed to all the public elementary schools in Kaohsiung region with 228 effective questionnaires received. Information acquired from these effective questionnaires was analyzed using SPSS statistics software. The proposed hypotheses were testified by the statistical methods of arithmetic mean, standard deviation, t test, one-way ANOVA and Pearson’s product moment. As a result of the present study, the following salient conclusive remarks emerge: 1. The level of working stress for the principal in elementary school is characterized as lower than medium. The working stresses attributed from the revolutionary change and the expectation of job function is respectively the highest and lowest levels. 2. The level of professional burnout for the principal in elementary school is characterized as low. In this respect, the attributes of reduced sense of achievement and dehumanization provide the highest and lowest impacts on professional burnout, respectively. 3. There is no appreciable difference in working pressure between the principals from various elementary schools with different gender, education, school-scale and school-region. However, the pressure level due to public relations for the principals of schools with 25-48 classes is apparently higher than those counterparts with classes less than 6. In the regard of school region, pressure levels attributed from the revolutionary change are much higher for the principals of elementary schools in Kaohsiung County relative to those in Kaohsiung City. 4. There is no significant difference observed in professional burnout between the principals from various elementary schools with different gender, years of working experience, school-scale and school-region. 5. The remarkable differences in “overall professional burnout” are observed between the principals of elementary schools with different backgrounds of education. Nevertheless, according to the results of Scheffé, there is no significant difference to be shown in “overall professional burnout” for the principals of elementary schools with different backgrounds of education. 6. The remarkable differences in professional burnout are observed between the principals of elementary schools with different degrees of working stress. 7. The positive correlation factor between the working stress and professional burnout is demonstrated. The expectation of job function plays the most influential role to affect the professional burnout, especially in the respect of emotional exhaustion. Nevertheless, pressure attributed from public relations is not the major factor that directly affects the professional burnout. In accordance with the research findings and the conclusions summarized from the present study, the applicable suggestions are proposed to education authorities, principals of elementary schools, school administrations and scholars for further researches.