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    題名: 臺北縣國民小學學務人員角色知覺、工作壓力與自我效能之研究
    其他題名: A study on the role perception, job stress and self-efficacy of administrators of student affairs of elementary schools in Taipei county
    台北縣國民小學學務人員角色知覺、工作壓力與自我效能之研究
    作者: 葉綉燕;Yeh, Hsiu-yen
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清;Wu, Ming-ching
    關鍵詞: 國民小學學務人員;角色知覺;工作壓力;自我效能;administrators of Student Affairs in Elementary Schools;role perception;Job stress;self-efficacy
    日期: 2008
    上傳時間: 2010-01-11 00:14:32 (UTC+8)
    摘要: 本研究旨在探討台北縣國民小學學務人員之角色知覺、工作壓力與自我效能之現況,同時分析三者間之關係,以供教育主管機關及學校推動學務工作之參考。
    本研究採問卷調查法,以自編「台北縣國民小學學務工作狀況調查問卷」,依分層隨機比例原則,選取台北縣75所國民小學之學務主任及組長共296人為對象實施問卷調查,並以描述統計、t-test、one-way ANOVA及Pearson Product-Moment Correlation等方法進行統計分析,歸納研究結論如下:
    一、 國民小學學務人員角色知覺之整體程度為中度,並以「教育者」角色為主。
    二、 國民小學學務人員之行政角色偏向行政管理者,而問題解決者的角色知覺較低。
    三、 國民小學學務人員之角色知覺因職務與地區之不同而有顯著差異。
    四、 國民小學學務人員工作壓力之整體程度屬低度,而「工作負荷」為壓力的主要來源。
    五、 年齡越高之國民小學學務人員,其「行政運作」壓力與「工作負荷」壓力越大。
    六、 服務於規模小且位於鄉鎮地區的國民小學學務人員,在「行政運作」與「工作負荷」的壓力較高
    七、 國民小學學務人員自我效能之整體程度為中度,並以「目標掌握」的效能感最佳。
    八、 國民小學學務人員之自我效能感,以「工作能力」的效能感最差。
    九、 具研究所學歷之學務人員,其整體自我效能感較佳。
    十、 在「目標掌握」方面,年資高與學校規模大之學務人員有較佳的效能感。
    十一、 角色知覺與工作壓力呈低度負相關,角色知覺越明顯則工作壓力越低。
    十二、 角色知覺與自我效能感呈低度正相關,角色知覺越明顯則自我效能越佳。
    十三、 學務人員工作壓力與自我效能感呈低度負相關,「專業知能」的壓力對學務人員的自我效能感有影響。
    基於上述研究發現,本研究提出若干建議以供教育主管機關、學校當局以及學務
    人員參考。
    This study aimed at finding out the current situations of role perceptions, job stress and self-efficacy of the administrators of Student Affairs in elementary schools in Taipei County and offering suggestions for educational authorities to improve school practice.
    A questionnaire survey was conducted for the data-collection. Subjects of the survey were 296 school administrators selected from 75 elementary schools in Taipei County by using stratified proportional random sampling method. Descriptive statistics, t-test, one-way ANOVA and Pearson’s Product-Moment Correlation were applied for data analysis.
    Findings of this study were as follows:
    1. On the role perceptions as a whole, administrators of Student Affairs had moderate level of perception, and the role as “educators” was most significant.
    2. The role perceived by Administrators of Student Affairs was high in administrative management while low in problem solving.
    3. There were significant differences in role perceptions of Administrators of Student Affairs by their positions and school locations.
    4. On the job stress as a whole, administrators of Student Affairs had low level of perceptions; and “workload” was the main source of job stress.
    5. Administrators of Student Affairs who were aged and served in schools with small scale and located in rural area had higher level of job stress.
    6. Administrators of Student Affairs in elementary schools had moderate level of self-efficacy with the highest level of efficacy on “handle the target” and the lowest level of efficacy on “working competences”.
    7. Administrators of Student Affairs with graduate degrees had higher level of self-efficacy.
    8. On the efficacy of “handle target”, the senior and those served in elementary schools with large scale had higher level of self-efficacy.
    9. There was low negative correlation between role perception and job stress for administrators of Student Affairs. Administrators of Student Affairs with higher level of role perception had low level of job stress.
    10. There was low positive correlation between role perception and self-efficacy. Administrators of Student Affairs with higher level of role perception had higher level of self-efficacy.
    11. There was low negative correlation between job stress and self-efficacy. Administrators of Student Affairs who perceived higher level of stress on professionalism affect their self-efficacy.
    Based on findings above, some suggestions were proposed for educational administrative authorities, school administrative authority as well as for further studies.
    顯示於類別:[教育政策與領導研究所] 學位論文

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