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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/95740


    Title: 國民中學組織結構、導師角色壓力與職業倦怠關係之研究
    Research on Relationship Among Junior High School Organizational Structure, Role of Tutor`s Stress, and Burnout
    Authors: 張榮宗
    Contributors: 秦夢群
    張榮宗
    Keywords: 國民中學
    導師
    組織結構
    角色壓力
    職業倦怠
    Date: 2002
    Issue Date: 2016-05-09 16:55:07 (UTC+8)
    Abstract: 　　本研究目的主要在探討（一）現今國民中學組織結構及其實際運作情形。（二）國民中學組織結構對導師職業倦怠感受是否具有影響力。（三）國民中學導師背景變項對角色壓力的感受是否有相關性。（四）國民中學導師角色壓力是否對職業倦怠感受有所影響。（五）國民中學組織結構與導師角色壓力對職業倦怠的感受是否有交互作用。（六）國民中學導師背景變項對職業倦怠的感受是否有相關性。（七）國民中學組織結構、導師角色壓力、導師背景變項對職業倦怠的感受是否具有預測功能。
    　　研究採用問卷調查法，以自編「國民中學組織結構與導師工作狀況調查表」施測，問卷內容分為國民中學組織結構問卷、導師角色壓力問卷與職業倦怠問卷三個部分。受試者包括台北縣、桃園縣、新竹縣、新竹市等四縣市681位國民中學導師，問卷回收率93.9%，經統計分析，將研究結果分述如下：
    　　一、國民中學學校組織結構因學校規模、地區不同運作情形具有顯著差異。
    　　　（一）國民中學組織結構因學校規模不同在正式化、集中化、標準化、傳統化層面運作情形有顯著差異。
    　　　（二）國民中學組織結構因學校地區不同在專門化、集中化、標準化層面運作情形有顯著差異。
    　　二、不同國民中學組織結構正式化、集中化、專門化、標準化、傳統化程度在導師職業倦怠感受上具有顯著的差異。
    　　三、國民中學導師背景變項（性別、年齡、年資、學歷、婚姻狀況、學校規模）在角色壓力上有顯著差異。
    　　四、國民中學導師不同的角色模糊、角色過度負荷、角色衝突程度在職業倦怠感受上具有顯著的差異。
    　　五、國民中學組織結構標準化、導師角色壓力（角色模糊、角色過度負荷）在個人成就感的感受上具有交互作用。
    　　　（一）當組織結構標準化程度越高、相對感受角色模糊程度會降低，個人成就感的感受越高；反之，角色模糊程度越高、相對組織結構標準化程度會降低，則個人成就感感受越低。
    　　　（二）當組織結構標準化程度越高、感受角色過度負荷程度會降低，個人成就感感受越高。
    　　六、國民中學導師背景變項（性別、年齡、年資、學歷、婚姻狀況）在職業倦怠上有顯著差異。
    　　七、國民中學組織結構、導師角色壓力、導師背景變項對職業倦怠各層面可以有效預測。
    　　　（一）在預測導師職業倦怠之無人情味、個人成就感層面以角色模糊最具預測力。
    　　　（二）在預測導師職業倦怠情緒耗竭層面以角色過度負荷最具預測力。
    　　根據研究所得對教育機關、學校及導師的建議如下：
    　　一、降低班級學生人數，改善教學環境，並建立公正客觀導師考核制度。
    　　二、增加在職進修機會，提升導師專業知能。
    　　三、改變校長領導方式，營造「專門化」、「標準化」、「正式化」學校組織結構。
    　　四、提供更多溝通管道機會，讓導師參與校務發展計畫擬定及推展。
    　　五、拓展導師社交層面，尋求各種社會支持系統，減低職業倦怠。
    　　六、釐清導師職責，強化訓輔功能。
    　　七、培養導師對職業倦怠的因應策略及能力，促進自我成長。
    　　The main objective of this research is to discuss (1) the present junior high school organizational structure and its practical operation conditions, (2) whether junior high school organizational structure having any influences on tutor`s burnout, (3) if any relation between the junior high school tutor`s background variables and their role stress, (4) if Junior high school tutor`s role stress having any influence on burnout, (5) if there having any interaction between junior high school organizational structure and tutor`s role stress towards burnout, (6) if there having any relationship between tutor`s background variables and burnout, and (7) if there any predicted function for junior high school organizational structure and tutor`s role stress towards burnout.
    　　This research has used questionnaire research, based on “Junior high school organizational structure and questionary of tutor`s working conditions”, the content of the questionnaire including 3 sections, which are questions on junior high school organizational structure, tutor`s role stress, and burnout. There are total of 681 junior high school tutors took part in this questionnaire research, they are from Taipei county, Tao Yuan county, Hsin Chu county, and Hsin Chu city, the questionnaire feedback rate is 93.9%, after the statistical analysis, the research result is described as following:
    　　1.There is an obvious difference between junior high school organizational structure due to the size of the school, different operation in different areas:
    　　　a.Due to different size of Junior high school organizational structure, there is an obvious difference on formalization, centralization, standardization, and traditionalism operational range.
    　　　b.Due to different regions of junior high school organizational structure, there is an obvious difference on specialization, centralization, and standardization operation ranges.
    　　2.The different level of junior high school organizational structure formalization, centralization, specialization, traditionalism has obvious differences on the experiences of tutor`s burnout.
    　　3.Junior high school tutor`s background variables (sex, age, annual pays, educational background, marriage status, school size) have obvious difference on role stress.
    　　4.The different levels of role ambiguity, role overload, role conflicts of junior high school tutors have obvious differences on the experiences of burnout.
    　　5.Junior high school organizational structure standardization and tutor`s role stress (role ambiguity, role overload) have interaction with personal accomplishment.
    　　　a.When the level of organizational structure standardization is higher, the level of role ambiguity is higher, vice versa, when the level of role ambiguity is higher, relatively the level of organizational structure of standardization will decrease and the experience of personal accomplishment will be lower.
    　　　b.When the level of organizational structure standardization is higher, the level of role overload will decrease and experiences of personal accomplishment will increase.
    　　6.Junior high school tutor`s background variables (sex, age, annual pays, educational background, marriage status) have an obvious difference on occupational burnout.
    　　7.Junior high school organizational structure, tutor`s role stress, and tutor`s background variables can be use in each range of burnout prediction.
    　　　a.In predicting the ranges of depersonalization, personal accomplishment of tutor`s burnout, and the most predictable item is the role ambiguity.
    　　　b.In predicting the ranges of tutor`s burnout, emotional exhaustion, and the most predictable item is the role overload.
    　　According to the research for Educational Institutes, schools, and tutors, there are some suggestions as following:
    　　1.Reducing number of students in a class, improving teaching environment, and establish a fair and objective tutor`s evaluation system.
    　　2.Increasing the opportunity of on job trainings and promoting tutor`s specialization knowledge and ability.
    　　3.Changing the method of principal leadership to set up “specialization”, “standardization”, and “formalization” of school organizational structure.
    　　4.Offering more opportunities of communication channels and allowing tutors who can involve in school development proposal and promotion.
    　　5.Opening up tutor`s social range, seeking for different social support system, and reducing burnout.
    　　6.Verifying tutor`s responsibilities and strengthening their assisting ability.
    　　7. Educating tutors the responding strategies and abilities towards burnout and promoting self-grow up.
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