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http://nhuir.nhu.edu.tw/handle/987654321/28523
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| 題名: | 原住民重點學校國小教導主任工作壓力及因應方式之研究－以南投縣仁愛鄉為例 |
| 其他題名: | The Study on Working Stress and Coping Strategies for the Director of Study Affairs in School with Special Indigenous Focus: A Case of Elementary School in Ren'ai Township, Nantou County |
| 作者: | 何昌明
HO, CHANG-MING |
| 貢獻者: | 國際事務與企業學系公共政策研究碩士班
彭安麗
PENG, AN-LI |
| 關鍵詞: | 原住民重點學校;教導主任;工作壓力;因應方式
school with special indigenous focus;director of study affairs;work stress;response method |
| 日期: | 2020 |
| 上傳時間: | 2022-08-08 11:46:56 (UTC+8) |
| 摘要: | 本研究旨在探討南投縣仁愛鄉原住民重點學校教導主任的工作壓力及因應方式，瞭解原住民重點學校教導主任在執行工作時的工作壓力狀況與面對到工作壓力時所採取的因應方式，並探究不同背景的原住民重點學校教導主任在工作壓力以及工作壓力因應方式有何差異，最後針對研究結果，提供建議給原住民重點學校教導主任、學校及教育行政單位參考。 本研究採質性研究的方式，運用文獻分析法及深度訪談法，訪談8位南投縣仁愛鄉原住民重點學校教導主任，歸納、整理、分析所有訪談資料後，獲致以下的研究結論︰壹、 原住民重點學校教導主任工作壓力來源︰一、 工作負荷層面︰（一）原住民重點學校教導主任身兼數職（二）頻繁的人事調動及業務銜接（三）固定資料填寫及計畫核銷（四）家長對教育較不重視二、 專業知能層面︰（一）面對到無法解決的難題時（二）帶領教師自我進修、精進教學三、 角色期待層面︰（一）在教師工作分配與磨合上（二）教導主任擔任學校居中的角色四、 變革適應層面︰（一）課程規劃與設計上展現專業知能（二）學生要能適性發展卻又實施學力檢測排序貳、 原住民重點學校教導主任在面對工作壓力時，最常採取面對解決的因應方式，而幾乎很少使用延宕逃避的因應方式。參、 背景因素中族群身份、工作經驗、學校特色對原住民重點學校教導主任的工作壓力有顯著差異；背景因素中，工作經驗對原住民重點學校教導主任的工作壓力因應方式有顯著差異，其餘則沒有明顯的差異。
The purpose of this study is to explore the work stress and response methods of the director of study afairs at school with special indigenous focus in Renai Township, Nantou County. It is also to understand the work stress of the directors of different background and their performance at work and the response to work stress.Finally, according to the research results, some suggestions are provided. The research methods in this study are literature analysis and in-depth interviews Including eight directors of study affairs. After summarizing, organizing and analyzing all the interview data, the following conclusions were obtained: 1. The source of work stress of the director of study affairs: First, workload level: (1) the directors of study affairs have several job positions. (2) Frequently personnel changes and business connections. (3) Fill in fixed data and write off plan. (4) Parents are pay less attention to children's education. Second, the level of professional knowledge: (1) When facing with unsolvable problems. (2) To lead teachers to self-education and intensive teaching. Third, the role expectation level: (1)On the assignment and running-in of teachers. (2) The director of study affairs takes the role of center in the school. Fourth, the transformation adaptation level: (1)To demonstrate professional knowledge in curriculum planning and design. (2) Students must be able to develop in an appropriate manner, but the academic test rankings is carried out .2. When facing work stress, the director of study affairs most often adopt the method of coping with solutions, and rarely use the method of coping with procrastination.3. Participation, background factors, ethnic group identity, work experience, and school characteristics have significant differences in the work stress of director of study affairs; among background factors, work experience has significant differences in the response to work stress of director of study affairs and there is no obvious differences for the other factors. |
| 顯示於類別: | [國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-公共政策研究碩士班
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