【論文摘要】國民中學組織環境對於教師角色壓力的影響

【論文摘要】The Influences of Organizational Environment of the Junior High School on the Teachers' Role Stress

王秋絨(Chiou-Rong Wang)

《國立臺灣師範大學教育研究所集刊》 24輯 (1982/06) Pp. 175-203

https://doi.org/10.6910/BGIENTNU.198206_(24).0007

並列摘要

In terms of professional socialization, this study proposes to explore the influences of organizational environment of the Junior High School upon the teachers' role stress. Analytically the following related problams are investigated: (1) How far does teachers' personal background influence their role ambiguity, role overload, role conflict? (2) How far do the five structucal dimensions of the school organization and the staff relationship in school influence teachers' role ambiguity, role overload, role conflict? (3) How well can the teachers' role stress be predicted from the five structural dimensions of school organization and the staff relationship in school? In order to investigate into the alove-mentioned problems the related studies are scrutinized as the theoretical frame-work for developing the survey instrument, ＂Questionnaire of Teaching Circumstances in Junior High School＂, The questionnaire is administered to 640 public junior high school teachers selected in line with the stratified cluster random sampling to secure the following information: (1) the organization characteristics in the dimensions of specialization, standardization, formalization, centralization and traditionalism; (2) the perceived relationship of teacher vs. principal, teacher vs. administrator and teacher vs. teacher; (3) the degree of the role stress indicated by the samples in the three dimensions: role ambiguity, role overload, role conflict. The obtained data are statistically treated by one-way ANOVA, two-way ANOVA and step-wise multiple regression analysis. The results of the investigation are summarized as follows: 1. The degree of teachers' role stress varies significantly with their teaching course and their position in the school: teachers of social studies have greater role ambiguity and role stress than those of the courses in arts, physical education and home economice etc. Teachers of social studies perceive more role overload than those of languages. Moreover, teachers with responsibility of school administration feel less role overload, role conflict, and role stress than those without administrative responsibility. 2. The degree of teachers' role stress varies inversely as the degree of specialization and standardization of school organization. 3. The degree of teachers' role stress varies directly as the degree of centralization and traditionalism of school organization. 4. Those Teachers with good personal relationships with their colleagues have less role stress than those with bad personal relationships. 5. Organizational traditionalism of high school is the most important factor the role ambiguty of teachers. 6. Factors of teachers' relationships with their colleagues stand more influential on their role stress than those of organizational characteristics of their schools. Teachers' relationship with their principal is the most determinant factor in their role ambiguity and role stress; their relation-ships with school administratorsimpact most on their role conflict. Based on the foregoing findings the following recommendations for the betterment of teaching and administration in Junior High schools are proposed: 1. Emphasis should be put on the principle of professional speciality in working out a teaching schedule of the schools in order to fit the teachers for their teaching in specialized course. 2. Principal's ability of leadership should be cultivated and brought into fully play in order to assist his teachers to fulfill their role. 3. Mutual communication between teaches, school administrators and principal should be strengthened in order to maintain harmonious relationships between colleagues in school. 4. Teachers' in-service education should be encouraged in order to help teachers cope with the continuous progress of the specialized knowledge and thereby perform their suitable role. 5. During supervision on the fifth year's practice teaching of student teachers, specific consideration should be given to helping them be further socialized in order to elimininate their role stress.