淡江大學機構典藏:Item 987654321/111619
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    题名: 新北市公立學校附設幼兒園兼主任職務教師的工作壓力與教學效能之研究
    其它题名: A study on the job stress and the teaching effectiveness of the directors of nursery schools affiliated to primary schools in New Taipei City
    作者: 謝宛婷;Hsieh, Wan-Ting
    贡献者: 淡江大學教育政策與領導研究所碩士在職專班
    楊瑩;Chan, Ying
    关键词: 新北市;公立學校附設幼兒園;兼主任職務教師;工作壓力;教學效能;New Taipei City;Directors of nursery schools affiliated to public primary schools;Job stress;Teaching Effectiveness
    日期: 2016
    上传时间: 2017-08-24 23:58:02 (UTC+8)
    摘要: 本研究以問卷調查法為主,文獻探討為輔,旨在探討新北市公立學校附設幼兒園兼主任職務教師的工作壓力與教學效能。本研究主要目的有:
    一、瞭解新北市公立學校附設幼兒園兼主任職務教師之整體情形。
    二、探討新北市公立學校附設幼兒園兼主任職務教師所感受的工作壓力。
    三、分析新北市公立學校附設幼兒園兼主任職務教師所知覺的教學效能。
    四、剖析新北市不同背景公立學校附設幼兒園兼主任職務教師的工作壓力與教學效能之差異。
    五、瞭解新北市不同背景公立學校附設幼兒園兼主任職務教師的工作壓力與教學效能之關係。
    六、根據研究結果提出可供未來相關政策改革參考之建議。
    本研究問卷調查是以新北市公立學校附設幼兒園兼主任職務教師為樣本母群體,針對2015學年在新北市公立學校附設幼兒園兼主任職務之教師為調查對象,進行全體調查。共寄發正式問卷174份,回收有效樣本共152份,有效問卷回收率為87.35%。
    本研究之主要結論包括:
    一、新北市公立學校附設幼兒園教師兼主任職務教師以女性為多,大多為已婚,將近四成兼主任累計年資未滿3年,且其任用之方式多以輪流之方式為主。
    二、兼主任職務教師感受到的工作壓力為中高程度,其中以在「行政工作負荷」面向感受的壓力最為沈重
    三、兼主任職務教師對教師之教學效能持有中高程度之正面評價,其中以對「師生互動」面向的教學效能感受最高
    四、就整體面向而言,教師的工作壓力會依年齡、婚姻狀況、兼任主任職務累計年資、兼任主任職務是否有設置組長一人及兼任主任職務之任用形式的不同,而有顯著差異
    五、就整體面向而言,教師的工作壓力在性別、最高學歷、幼兒園所在行政分區、園所班級規模、擔任教師累計年資等變項上,均未有顯著之差異
    六、就整體面向而言,教師感受到的教學效能會依最高學歷、園所班級規模、兼任主任職務是否有設置組長一人的不同,而有顯著差異
    七、就整體面向而言,教師感受到的教學效能在性別、年齡、婚姻狀況、幼兒園所在行政分區、擔任教師累計年資、兼任主任職務累計年資、兼任主任職務之任用形式等變項上,並未有顯著之差異
    八、在各個別面向,部分不同背景變項間會有顯著差異之存在
    九、兼主任職務教師所感受到的工作壓力整體與教學效能的整體之間呈現低度負相關
    十、兼主任職務教師教學效能之「教學計畫」面向,與在工作壓力的「人際關係」、「專業知能」、「教學負荷」、「整體工作壓力」面向之間呈現負相關
    十一、兼主任職務教師教學效能之「師生互動」面向與在工作壓力的「行政工作負荷」、「整體工作壓力」面向之間呈現正相關
    十二、兼主任職務教師教學效能之「教學評量」面向與在工作壓力的「專業知能」、「整體工作壓力」面向之間呈現負相關
    This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and teaching effectiveness of the directors at nursery schools affiliated to public primary schools in New Taipei City.
    The main purposes of this study include.
    1.To understand the overall backgrounds of directors of nursery schools affiliated to public primary schools in New Taipei City.
    2.To explore the job stress of the above-noted directors.
    3.To explore the teaching effectiveness of the above-noted directors.
    4.To analyze the differences in the job stress and teaching effectiveness of the above-noted directors with different backgrounds.
    5.To analyze the relationship between job stress and teaching effectiveness of the above-noted directors.
    6.To propose suggestions, based on the research findings, useful for the reform of related educational policies in the future.
    Samples of this study were assigned to all of the directors of nursery schools, who were appointed as teachers mainly and taking their offices on the part-time basis. In other words, full-time directors of nursery schools were excluded by this study. A total of 174 questionnaires were sent, and 152 of them were returned and analyzed, which accounted for a valid response rate of 87.35%.
    The conclusions of this study can be summarized as follows:
    1. Most of the directors were female, married, and were appointed by turns. 40% of them taking their offices less than three years.
    2. The job stress felt by the directors is considerably high, while the highest stress was in the dimension of ‘administrative workload’.
    3. Most directors had positive response in their teaching effectiveness, while the dimension of ‘teacher-student interaction’ was the most satisfied one.
    4. The job stress of directors varied significantly with their age, marital status, years of taking their offices, and whether their nurseries had appointed another deputy head.
    5. Viewed from the dimension as a whole, there were no significant differences in the job stress of the directors in terms of their gender, educational qualifications, the regional location and the size of the nursery..
    6. Viewed from the dimension as a whole, the teaching effectiveness responded by the directors differed significantly with their educational qualifications, the size of nursery schools, and whether their nurseries had appointed another deputy head.
    7.Viewed from the dimension as a whole, there were no significant differences in the teaching effectiveness of directors in terms of their gender, age, marital status, regional location of the nursery, accumulated years of teaching and administrative work, as well as the ways of their appointment.
    8.In some individual indicators or items, significant differences are found in the job stress and teaching effectiveness of directors of nursery schools, respectively.
    9.There is a low negative correlation between job stress and teaching effectiveness of directors of nursery schools.
    10.The degrees of correlations analyzed from each individual indicators of the job stress and the teaching effectiveness varied to certain extents, some were positively correlated, and some negatively correlated.
    显示于类别:[教育政策與領導研究所] 學位論文

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