A Study on the Organizational Climate of the Schools, Working Pressure, and Teacher’s Willingness to Take Administrative Work Concurrently – Take Elementary Schools in Kaohsiung City for Example

• Main Authors: YANG, LI-YUN, 楊莉雲
• Other Authors: 丁鏗升
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/x2zvm2

碩士 === 高苑科技大學 === 經營管理研究所 === 103 === Teacher’s willingness to take administrative work concurrently is the key to successfully implementing school affairs. The purpose of the study is to reveal the state of elementary teachers’ willingness to take administrative work concurrently, and investigate the correlation among the organizational climate at elementary schools, working pressure and teachers’ willingness to take administrative work concurrently. The samples were from the elementary school teachers in Kaohsiung City. Based on different school scales, there were 40 schools picked, where 350 copies of a questionnaire were distributed to the subjects and among them, 323 were effect samples. The data were analyzed by descriptive statistics, T-test, one-way ANOVA, Pearson production-moment correlation and multiple regression analysis. The results are as follows: 1.The subjects’ perception towards the organizational climate and working pressure reached an intermediate leave, and so did their willingness to take administrative work oncurrently. 2.The subjects under thirty years old had the highest level of perception towards the organizational climate. At the school scale of classes ranged from 13 to 24, subjects had the highest level of perception towards interfering principal behavior. At the school scale of classes ranged from 25 to 36,subjects had the highest level of perception towards supportive principal behavior. 3.The subjects with a college or a university degree had higher perception towards working pressure than those with a master’s degree or above. 4.Male and married teachers with a master’s degree or above had a higher level of willingness to take administrative work than the others did. 5.Among the factors of the organizational climate, the higher perception of interfering principal behavior and disengaged teacher behavior, the higher perception towards working pressure; in contrast, the higher perception of supportive principal behavior and intimate teacher behavior, the lower perception towards working pressure. 6.Among the factors of the organizational climate, supportive principal behavior and intimate teacher behavior had significant influences on the willingness of the subjects to take administrative work concurrently. 7.Among the factors of working pressure, the level of professional knowledge and skills had significant influences on the willingness of the subjects to take administrative work concurrently.