A study on the Job Stress and the Ways of Coping for the Educational Administrators in City and County Governments

• Main Authors: CHIU HUA-FEI, 邱華斐
• Other Authors: 林海清
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/97800948916532102626

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === A study on the Job Stress and the Ways of Coping for the Educational Administrators in City and County Governments Abstract The purpose of the study is discussing the job stress for the educational administrators in city and county governments and how these educational administrators deal with the pressure. Besides, the study focuses on analyzing how the different background influences these educational administrators ways of coping with the stress and interpreting the interrelationship between the elements. To reach the research purpose, the study adapted educational administrators in twenty-one city and county government, investigate 600 educational administrators by using stratified random and cluster sampling drawn from these educational administrators in 21 cities and county governments of Taiwan. Total validity samples of the questionnaire are 532 subjects. The response rate reaches 95.6%.Statistics analysis uses t-test, one-factor analysis of variance, Scheffe’s posthoc comparison, and the Pearson product-moment correlation etc. The data was analyzed with SPSS Chinese Windows version software package. The conclusions of the study are listed as the following: 1. These educational administrators’ feelings of the whole job stress belong to middle-high degree. The most of their pressures come from the interpersonal relationship, and the least work stress come from the professional knowledge and abilities. 2. These educational administrators often cope with pressure by adopting reasonable thinking, resolving problems, and looking for supports. They seldom avoid the problems being incurred. 3. These educational administrators’ pressure has no significant difference because of their locations. However, their pressure has significant difference on sex, age, seniority, marriage condition, level of education, and position. The conclusion is that these educational administrators who are males, over forty-one years old, seniority over 11 years, married, and occupy the position as director or vice chief would feel more pressure. 4. These educational administrators having some ways of dealing with pressure has no significant difference because of their locations. However, their pressure has significant difference on sex, age, seniority, marriage condition, level of education, and position. The conclusion is that educational administrators who are males, over forty-one years old, seniority over 11 years, married, with graduate school academic background, and occupy the position as director or vice chief would often adopt solving problems ways to deal with pressure. Otherwise, the female and single educational administrators would often adopt stalling and escaping ways. 5. Feelings of these educational administrators toward job stress are related to the ways of coping. The “load of administration” element of job stress and the “stall or escape” element of coping ways have no significant difference. The “stress of education unit” element of job stress and the “stall or escape” element of coping ways have significant difference up to .5%. The other elements between job stress and coping ways reach a significant correlation. (P＜.01) According to the findings and conclusions, The study offers some suggestions to central education government organizations, bureau of education, educational administrators in city and county government, and some directions to the future researchers in the field are offered. 1. Suggestions to central education government organizations: a. Conclude reasonable systems to authorize flexible coping ways. b. Increase professional payment to encourage working morale. c. Hold up conferences to improve professional intelligence and skills. 2. Suggestions to bureau of education a. Rebuild organizations to fit newly needs. b. Strengthen communicative system to promote co-ordinations. c. Enhance to pursue further education to promote effectiveness. d. Apply rewards to encourage working potential. 3. Suggestions to educational administrators a. Create high-quality environment to initiate educational perspective. b. Apply ways to deal with stress to change stress to auxiliary. c. Arrange leisure time properly to adjust comfortable in life. d. Fill self intelligence to promote specialized images. Keyword︰The educational administrators，Job stress， The coping ways