摘要
本研究蒐集國內外相關研究之文獻，以文獻探討的結果為基礎並彙集專家意見，建立「工作負荷」、「角色衝突」、「人際關係」、「專業知能」四項構面，及十六個評估準則，透過層級分析法(Analytical Hierarchy Process,AHP)瞭解國小兼任行政教師之工作壓力來源。
透過問卷調查方式，以國小兼任行政教師為對象，發出50份問卷，回收45份，有效問卷39份，回收率90%，有效率為78%。 根據研究結果顯示，國小兼任行政教師以「工作負荷」為主要壓力來源，「專業知能」次之，其後依序為「角色衝突」、「人際關係」。其中前五項主要的關鍵評估準則如下：一、公文報表，二、 評鑑訪視，三、超時加班，四、專業能力，五、任傳達者。
關鍵字：兼任行政教師、工作壓力、層級分析法。
ABSTRACT
With the foundation of current literature, the author in this study constructed four categories, “workload, role conflict, human relationship, professional knowledge” and sixteen evaluation criteria and used Analytical Hierarchy Process (AHP) to investigate the sources of the pressure of the elementary school teachers taking administrative position in Kaohsiung County after Kaohsiung city and county were united.
Targeting on the elementary school teachers taking administrative position, fifty copies of questionnaires were sent and forty-five were collected. Thirty-nine out of forty-five were valid, about seventy-eight percent. The findings show, “workload” was the major pressure source for the teachers in the elementary school level and “professional knowledge, role conflict and human relationships” were followed.
Keywords: Teachers Taking Administrative Position; AHP; Working Pressure
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