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研究生: 劉懋傑
Liu, Mao-Chieh
論文名稱: 桃園市國小教師兼任行政職務之工作壓力與留任意願之相關研究
The Relationship Between Job Stress and Retention Intention Among Primary School Teachers Holding Administrative Positions in Taoyuan City
指導教授: 林志成
Lin, Chih-Cheng
口試委員: 顏國樑
Yen, Kuo-Liang
賴文堅
Lai, Wen-Chien
學位類別: 碩士
Master
系所名稱: 竹師教育學院 - 教育與學習科技學系教育行政碩士在職專班
教育與學習科技學系教育行政碩士在職專班(eng)
論文出版年: 2025
畢業學年度: 113
語文別: 中文
論文頁數: 165
中文關鍵詞: 工作壓力 留任意願教師兼任行政
外文關鍵詞: job stress, retention intention, teachers holding administrative positions
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  • 本研究旨在探討桃園市國小教師兼任行政職務工作壓力與留任意願之現
    況,分析桃園市國小教師兼任行政職務之工作壓力與留任意願之相關性,以及
    以工作壓力對留任意願的預測情形。
    本研究採用問卷調查法,以自編之「桃園市國小教師兼任行政之工作壓力
    與留任意願調查問卷」作為研究工具,採分層隨機抽樣之方式,抽取桃園市教
    師共計550位。問卷回收536份,有效問卷518份,有效率96.64%。問卷回收
    後以描述性統計、獨立樣本考驗、單因子變異數分析、皮爾遜積差相關、逐步
    多元迴歸分析等統計方法進行分析。本研究結論如下:
    一、桃園市國小教師兼任行政職務教師之工作壓力屬中高程度,其中以「人際
    關係」層面程度最高。
    二、桃園市國小教師兼任行政職務教師之留任意願屬中高程度,其中以「組織
    氣氛」層面程度最高。
    三、桃園市國小教師兼任行政職務教師不同生理性別、年齡、服務年資、行政
    總年資在工作壓力感知上有顯著差異。
    四、桃園市國小教師兼任行政職務教師不同生理性別、年齡、婚姻狀況、擔任
    職務、服務年資、行政總年資在留任意願上有顯著差異。
    五、桃園市國小教師兼任行政職務教師在工作壓力與留任意願之間具有高度負
    相關。
    六、桃園市國小教師兼任行政職務教師在工作壓力中以「工作負荷」層面對留
    任意願整體預測力最佳。
    本研究基於上述研究結果,分別對教育行政機關、學校行政單位、桃園市
    國小兼任行政職務之教師及未來相關研究提出建議,以供參考。


    The purpose of this study was to investigate the current status of job stress and
    retention intention among elementary school teachers in Taoyuan City who
    concurrently hold administrative positions. Specifically, it aimed to examine the
    correlation between job stress and retention intention, as well as to explore the
    predictive effect of job stress on teachers’ willingness to remain in administrative
    roles.
    This study adopted a questionnaire survey method, utilizing a self-constructed
    instrument entitled “Survey on Job Stress and Retention Intention of Elementary
    School Teachers Holding Administrative Positions in Taoyuan City.” A stratified
    random sampling method was employed, and 550 teachers were selected as
    participants. A total of 536 questionnaires were returned, of which 518 were valid,
    resulting in a valid return rate of 96.64%.
    The collected data were analyzed using descriptive statistics, independent
    samples t-tests, one-way analysis of variance (ANOVA), Pearson’s product-moment
    correlation, and stepwise multiple regression analysis. The main findings are as
    follows:
    1. The overall level of job stress among teachers holding administrative positions
    was moderately high, with “interpersonal relationships” being the most prominent
    source of stress.
    2. Retention intention was also at a moderately high level, with “organizational
    climate” rated as the most influential factor.
    3. Significant differences in perceived job stress were found based on gender, age,
    years of teaching experience, and total years in administrative service.
    4. Significant differences in retention intention were observed across gender, age,
    marital status, administrative position, teaching experience, and administrative
    tenure.
    5. A significant negative correlation was found between job stress and retention
    intention.
    6. Among the dimensions of job stress, “workload” had the strongest predictive
    power for overall retention intention.
    Based on these findings, this study proposes practical recommendations for
    educational authorities, school administrative teams, teachers holding administrative
    roles in Taoyuan City, and future researchers.

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