| Summary: | 碩士 === 高雄師範大學 === 成人教育研究所 === 98 === The purpose of this study is to explore the relationships of primary school teachers’ work stress and organizational commitment. Relevant literature and documents were collected to form the theoretical framework, and to develop the study instrument. Secondly, this research proposes the research frame, and undergoes the editing and pre-test of questionnaire as my research tool—“The questionnaire of relationship of primary school teachers’ work stress and organizational commitment”. Primary school teachers of Kaohsiung County were used as research population , by stratified random sampling; the total numble of questionnaires are 785, in which 763 are returned; valid questions are 741, in which the percentage is 94.39%. Then, the statistical methods—descriptive statistics, Pearson's product moment correlation coefficient, t-test, one-way ANOVA, and stepwise multiple regression—are used to analyze and discuss. The conclusion can be as follows:
I. The primary school teachers have a middle-low degree sense of work stress, including a major reason: students’ behavior.
II. The primary school teachers have a middle-high degree sense of organizational commitment, including a major variable: effort commitment.
III. Teachers’ position, teaching willingness, school scale and location are significantly related to their sense of work stress.
IV. Teachers’ seniority, position, teaching willingness and school scale are significantly related to their organizational commitment.
V. Teaching willingness is positively related to sense of work stress.
VI. Teaching willingness is negatively related to organizational commitment.
VII. Sense of work stress is negatively related to organizational commitment.
VIII.Personal relationship is the main predictable variable to organizational commitment.
From the conclusion above, this research gives the suggestion as follows:
I. For the educational authority：
A. Increasing the members of teachers to decrease their sense of work stress.
B. Introducing the “SST”system to solve students’ behavioral problems.
C. Counselor teachers should be introduced to help the other teachers.
D. Elementary school teachers will have the high degrees of effort, and hold positive attitudes and supportabilities.
II. For the school：
A. Schools should provide opportunities for teachers to participate re-education programs.
B. The primary school teachers should change their teaching positions regularly.
C. Encourage teachers to use “Collaborative Teaching Model”.
D. More concern and guidance for younger teacher, so as to enhance their cohesiveness.
E. Teachers use administrative position’s rotating modulation level to participate the school decisions largely.
III. For the teacher：
A. For teachers, choosing some activities to relax themselves.
B. Taking part in the opportunity to work with the administration, and increasing the school recognition.
C. For teachers, developing personal relationships to expand their vision.
D. For teachers, spiritual needs should be concerned.
IV. For researchers, qualitative research methods and more research variables are advised to make future studies better.
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