Forum of Educational Administration
December, 2009, Volume 1 Number 2, pp. 1-23
A Study on the Present Situations and Differences of the
Teachers' Job Stresses and Organizational Commitment for
Elementary and Junior High Schools in Kinmen County
Hsin-Hsiang Lee Cheng-Yeh Yang
Abstract
The main purpose of this study was to investigate the present situations and differences of the teachers' job stresses and organizational commitment for elementary and junior high schools in Kinmen County. In order to serve the study purpose, the instrument was self-designed. The study employed the questionnaire survey method by proportional allocation and purposive sampling. A sample of 224 elementary and junior high school teachers drawn from Kinmen County. The collected data was analysed by the statistical methods such as descriptive statistics, t-Test, and One-way ANOVA.
The major discoveries and conclusions are as follows:
1. The present situations of job stress perception of the elementary and junior high school teachers in Kinmen County are below middle degree.
2. The present situations of organizational commitment perception of the elementary and junior high school teachers in Kinmen County are above middle degree.
3. The different position of teachers in the elementary and junior high schools in Kinmen County made significant differences in job stress perception. The part-time administrative teachers perceived higher job stress than the non-part-time
administrative teachers.
higher organizational commitment than those who were unmarried, serving 5-10 or under 5 years.
According to the discoveries and conclusions of the study, some suggestions were proposed for the reference to educational administration authorities, the
elementary and junior high schools, teachers, and further advanced studies.
Keywords: elementary and junior high school, job stress of teachers, commitment of organization
Hsin-Hsiang Lee, Distinguished Professor, Graduate Institute of Educational Leadershipand Evaluation, Dean, College of Humanitics and Social Sciences, Southern Taiwan University.
壹、前言
一、研究背景與動機
近年來，面對國內外環境與情勢的變化及社會、政治、經濟與文化的發展， 我國為提高國家競爭力，順應世界潮流，呼應社會各界對教育改革的要求，行政 院於 1997 年 1 月成立教育改革推動小組，並於 1998 年 5 月通過十二項教改行動 方案，且自 2001 年正式推出國民中小學九年一貫課程，並自 90 學年度的小學一 年級開始實施，為國內國民中小學教育帶來莫大的衝擊。 由於國民中小學九年一貫課程之實施，在未有周全的配套措施和充分的準備 下匆促上陣，造成位處基層，負責實際執行該項工作的國民中小學教師沉重的工 作壓力與負擔。面對九年一貫課程及諸多教改措施的推動與實施，教師在有限的 資源下，需要落實適性化與個別化的教學方式，尚需自行編擬部分校本課程、實 施多元評量、協助學生生活輔導等工作，有時還需準備上級單位的督導與考核（張 峰旗，2005），國中小教師工作量不斷增加，校內外研習愈來愈多，承受上級、 學校、家長、社會等各項壓力愈來愈大，可見擔任教職已非昔日安逸無憂的鐵飯 碗，而是一項艱鉅的挑戰（黃義良，2001）。鄧柑謀（1991）。國民中學訓輔人員工作壓力因應策略與職業倦怠關係之研究。 國立高雄師範大學教育研究所碩士論文，未出版，高雄。
鐘長生（1992）。校長領導型態與教師溝通窘境、工作滿足、組織承諾之關係 －雲林縣公立中小學之實證研究。國立中山大學企業管理研究所碩士論 文，未出版，高雄。
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