Dissertations / Theses on the topic 'Burnout, teacher, high school, primary'

Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

This qualitative case study addressed the impact of administration and school leadership on teachers who encounter burnout. The purpose of this project study was to examine this phenomenon through the experiences of Grades 9-12 classroom teachers, which ultimately could reduce the amount of early retirees, reduce the amount of illnesses among teachers, and increase the enthusiasm and vitality of educators. The conceptual framework was based on Bandura's social learning theory. Interview data were collected from four high school educators using purposive sampling, through semi structured face-to-face inter-views, and were coded using a line-by-line content analysis for emergent themes. Findings included positive and negative experiences of teacher burnout, the encounter of change and flexibility, and the importance of professional collaboration. Through the findings of this study, teachers are encouraged to engage in direct coping strategies such as improving class management skills to help with a positive workday. Indirect coping strategies include participation in sports activities outside school hours. Strategies are offered for administrators to support teachers on fostering empathy, relationship building, and communication. The outcomes are beneficial to local school and district administrators to support a positive working environment for teachers in which all students can learn. Positive social change at the local level includes senior district administrators making decisions on the allocation of human and capital resources to help burned out teachers.

School violence is considered the most significant problem facing United States schools (Elam, Rose, & Gallup, 1999, 2003, 2004). Although school shootings receive the bulk of media attention, incidents such as physical assaults, property crimes, intimidation, and sexual harassment are much more common (National Center for Education Statistics, 2004). In addition, little is known about the experiences of teachers. The present study examines the relationship between various types of school violence and teacher burnout. The final sample consisted of 315 high school teachers who returned surveys that assessed knowledge of direct and indirect experiences with violent acts at school over the past 12 months. Respondents also completed the Maslach Burnout Inventory. A series of hierarchical multiple regression analyses was used to determine how much variance in three domains of professional burnout (emotional exhaustion, depersonalization, personal accomplishment) was accounted for by direct and indirect experiences with violence. Results suggest 1) that teachers experience and witness a broad range of violent acts (particularly sexual harassment) in their workplaces, and 2) that direct and indirect exposure to both physical and psychological forms of violence resulted in higher emotional exhaustion and depersonalization. Implications are discussed.

The primary purpose of this study is to determine if three coping strategies (exercise, hobbies, and social support) were related to some or all of the three dimensions of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). One hundred and forty-three secondary school teachers from schools in urban and suburban areas of Eastern Canada participated in this study. The Maslach Burnout Inventory was used to assess burnout scores and a coping strategies questionnaire was used to assess participation in activities. Exercise and social support were positively related to the Personal Accomplishment dimension of burnout.

Bibliography: p. 315-330.<br>The aims of this study were to explore the variation in the way primary and secondary school teachers in South Africa conceived the phenomena of burnout and motivation, using a phenomenographic research approach. The study also sought to explore the relationship among teachers’ conceptions of burnout and motivation. Accordingly, the following questions guided the research and at the same time provided structure to the thesis: l. What different conceptions of burnout exist among teachers in the Eastern Cape Province, South Africa? 2. What different conceptions of motivation exist among teachers in the Eastern Cape Province, South Africa? 3. What is the relationship between teachers’ conceptions of burnout and their conceptions of motivation? Theories of burnout and motivation relevant to the present study were reviewed and a relationship between burnout and motivation outlined, in order to serve as background materials against which to compare the findings from the actual data gathered. Research evidence in support of the theories was given. In particular, Maslach's theory of burnout, as well as the humanistic and cognitive approaches to motivation were used to serve as an initial basis to understand how other researchers have gone about studying the concepts of burnout and motivation. The purpose was to draw out of the literature some questions which would enable the present researcher to carry out interviews on burnout and motivation The study involved sixty teachers (twenty-seven males and thirty-three females) at primary and secondary school levels in rural and urban areas in the Transkei sub-region of the Eastern Cape Province, South Africa. Teachers who gained their qualifications during the apartheid era and had been teaching before the new government took over in 1994 were selected. Purposive as well as snowball sampling methods were used to select participants. Data were collected using interview guides constructed by the researcher and validated by experts. The interview questions were formulated to elicit information about interviewees’ attitudes towards their job. Interviews were conducted with participants in their homes or at school, but during mutually arranged times The interviews were tape-recorded and later transcribed verbatim as is the custom with phenomenographic research. The transcripts were then subjected to rigorous phenomenographic analysis. In analysing transcript data, everything was read and taken into consideration within the context in which it was said. Analysis focused on identifying a small number of qualitatively different ways in which teachers understood and experienced the phenomena of burnout and motivation. The analysis consisted of studying the interview transcripts both individually and alongside one another, studying sets of extracts both in and out of their original contexts, seeking distinct similarities and differences. The teachers’ responses represented five and four conceptions of burnout and motivation, respectively. Overall, the respondents conceived burnout as: A. feelings of lack of job satisfaction B. feelings of loss of control C. feelings of helpless anger D. frustration related to the curriculum changes (OBE) E. feelings of physical and emotional exhaustion. In the case of motivation, the respondents conceived motivation as: A. feelings of intrinsic and extrinsic satisfaction B. feelings of personal satisfaction and enjoyment from the work of teaching C. positive feelings about non-material rewards arising from the social environment D. expectation of financial rewards. Burnout and motivation were found to be closely, albeit, inversely related. It was recommended that further replication of this study be carried out in other systems and cultures - also involving younger and less experienced teachers, and that the present findings be used to develop inventories on burnout and motivation, as well as programs for professional development of teachers.

Unmanaged stress in teachers often triggers burnout, which leads to a rise in healthcare costs and absenteeism. Therefore, teachers' resiliency needs improvement to lower the risk of burnout. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose of this study was to examine if the personality trait, conscientiousness, moderates the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. The results of this study might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions. The outcome may be a more positive social, academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

This work examines the learning outcomes of a French professional development program for science education in primary school, ASTEP. The program is based on a partnership between a primary school teacher on one hand and a subject expert on the other. Its uniqueness lies in the fact that the subject expert is a young university student who is challenged to be assessed on his/her learning for academic credits. Compared to most other professional development programs, ASTEP displays an alternative knowledge hierarchy, it is neither top down nor bottom up, but rather a form of knowledge exchange. Data on students´ and teachers´ reflections on the collaboration were analyzed through a grounded theory approach and subsequently organized within the interconnected model of teacher professional growth (IMTPG). Although the analyses indicated significant changes in the practice of the teachers, the learners who individually seem to benefit the most were the university students. The ASTEP program appears to provide a low stake high support scaffold for the students to refine their values and beliefs about a professional life and develop a professional identity.

by Law Ning Chi.<br>Added t.p. in Chinese and English.<br>Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992.<br>Includes bibliographical references.<br>ACKNOWLEDGEMENTS --- p.i<br>ABSTRACT --- p.ii<br>LIST OF TABLES --- p.iii<br>INTRODUCTION<br>Background of the study --- p.1<br>Purpose of the study --- p.5<br>Concept of humor --- p.6<br>Concept of burnout --- p.8<br>REVIEW OF RELATED LITERATURE<br>Humor<br>Some of the early humor theories --- p.11<br>Humor in education --- p.14<br>Measure of sense of humor --- p.20<br>Burnout<br>Prevalence of teacher burnout --- p.22<br>Symptoms of teacher burnout --- p.23<br>Sources of stress and burnout --- p.25<br>Measure of burnout --- p.27<br>Humor and Burnout --- p.29<br>METHOD<br>Measures --- p.33<br>Hypothesis --- p.35<br>Pilot Study --- p.36<br>Main Study --- p.36<br>RESULTS<br>Reliability of Instruments --- p.40<br>General Comparisons --- p.40<br>Relation between Humor and Burnout --- p.46<br>Prediction of Burnout by Humor --- p.54<br>DISCUSSION<br>Teacher Burnout Phenomenon in Hong Kong --- p.64<br>"Teachers' Background Characteristics, Humor, and Burnout" --- p.64<br>Humor and Burnout --- p.66<br>Recommendations for Future Research --- p.68<br>REFERENCES<br>APPENDICES

碩士<br>大葉大學<br>教育專業發展研究所碩士在職專班<br>99<br>The purpose of this study was to understand the difference among high school teachers’ self-efficacy, job stress and burnout from different backgrounds; the correlation among teacher self-efficacy, job stress and burnout were also discussed, and the predictability of teacher self-efficacy based on job stress and burnout were further analyzed. This study was conducted through the survey method. Participants were 447 of high school teachers in Taiwan. The collected data was analyzed by descriptive statistics, t-test, one-way ANOVA. Pearson correlation, and regression. Major findings of this study were as the followings. 1. There were significant differences among high school teachers’ self-efficacy, job stress and burnout based on different backgrounds. 2. There were a significant correlation between high school teachers’ self-efficacy and job stress; high school teachers’ self-efficacy and burnout have a significant correlation; high school teachers’ job stress and burnout have a significant correlation. 3. High school teachers’ burnout could be significantly predicted by high school teachers from different backgrounds. High school teachers’ burnout could be significantly predicted by high school teachers’ self-efficacy. High school teachers’ burnout could be significantly predicted by high school teachers’ job stress. Based on the purpose of research, literature review, and data analysis results, this study provides suggestions respectively on the institute of educational administration, school leaders, high school teachers and future studies.

碩士<br>南台科技大學<br>應用英語系<br>101<br>The purpose of this quantitative interpretive survey was to examine whether the burnout of senior high teachers was influenced by personal characteristic variables and locus of control. In this study, burnout was composed of three dimensions: emotional exhaustion, depersonalization and personal accomplishment. As for locus of control, it contained belief in internal control and belief in external control. Participants in this study were 237 English teachers from 14 public and 15 private senior high schools in Tainan, Taiwan in 2013 and three instruments were used to collect data: the MBI (Maslash Burnout Inventory), locus of control theory, and personal background questionnaire. The study adopted statistical techniques, including descriptive statistics, ANOVA, t-test, and chi-square. The major findings were as follows: 1. There was a significant difference in the mean of burnout between female and male English teachers. Female English teachers are more prone to burnout than male English teachers. 2. There was a significant difference in the mean of burnout between married and single English teachers. Single English teachers perceived higher level of burnout than married English teachers. 3. Younger English teachers with administrative job perceived higher level of burnout than senior English teachers because of lack of administrative experience. 4. There was no significant difference between teacher characteristics and locus of control. 5. Teachers with belief in internal locus of control were found to have more frequency of emotional exhaustion as well as feelings of depersonalization than those with belief in external locus of control. 6. Teachers with belief in external locus of control were found to perceive more frequency of achievement than those with belief in internal locus of control. According to the results of the research, implications were provided as follows: 1. Provide more English classes per week and lighter work load for teachers. 2. Encourage English teachers to participate in school curriculums’ making. 3. Provide professional in-service training for Enlish teachers.

碩士<br>國立新竹師範學院<br>國民教育研究所<br>91<br>The subject of this study explores the relation of achievement motivation, locus of control, and job burnout on primary school teacher. According to the survey of literature, myself made the instrument. Including achievement motivation scale of primary school teacher, locus of control scale of primary school teacher, job burnout scale of primary school teacher. There are 841ruestionnaires of the teacher at random from 134primary school in northern Taiwan, including Taoyuan county, Hsinchu county, Hsinchu city, Miaoli county.While the subjedts being interviewed included 7 primary school teachers. The data were analyxed by the method of descriptive and inferential statistics,including Pearson correlation, one-way ANOVA, two-way ANOVA, and multiple stepwise regression. The major results of the study are as follows: 1.At present primary school teacher have higher level of achievement motivation, belief of internal control, and lower level of job burnout. 2.The nore the score of achievement motivation, the more the score in job burnout. 3.The more the score of locus of control tend to internal control, the less the score in job burnout. 4.Significant correlation between teachers’ achievement motivation and locus of control was found. Significant correlation between teachers’ achievement motivation and job burnout was found. Significant correlation between teachers’ locus of control and job burnout was found. 5.There is not and interaction between achievement motivation and locus of control on job burnout. 6.Achievement motivation and locus of control have 35.3% explanation on the job burnont. 7.About improvement from job burnout, every organization should work their way on this topic.While for teachers themselves, the most effective way to break through the barrier of job burnout is to change their way looking things.

碩士<br>國立新竹教育大學<br>教育心理與諮商學系碩士班<br>104<br>This study aims to explore the relationship between work stress and work burnout among primary school teachers, as well as the role of psychological capital as a moderator of work stress and work burnout. A total of 360 primary school teachers in Taiwan (94 men and 206 women) were surveyed with a questionnaire. The data was analyzed with descriptive statistics, one-way MANOVA, canonical correlation analysis and hierarchical regression analysis. Results showed (α=.05): 1. Work stress of primary school teachers was under the average, work burnout was under the average, and psychological capital was above the average. 2. The one-way MANOVA resulted in significant between-group differences for length of employment (i.e., work year) and school size on work stress of primary school teacher; length of employment did result differing levels of work burnout; gender and length of employment did result differing levels of psychological capital. 3. Canonical correlation analyses were performed between a set of work stress and work burnout, as well as a set of psychological capital and work burnout. The first pair canonical variates between work stress and work burnout indicated that five components of work stress were associated with all three components of work burnout (26.58% overlapping variance). In addition, the first pair canonical variates between psychological capital and work burnout indicated that four components of psychological capital were associated with all three components of work burnout (29.02% overlapping variance). 4. Hierarchical regression analysis showed that two variables of psychological capital (i.e., self efficacy and hope) were moderators of the work stress-work burnout relationship.

碩士<br>中華大學<br>企業管理學系<br>104<br>Since a series of education reform in 1994, teachers need more than just teach, they also need to design an active curriculum and teach in a vivid and exaggerated bodily way to attack students’ attention. Moreover, they need to constantly express concern and kind attitudes towards students. In order to meet the expectations of parents and students and to achieve educational goals, teachers need to show a positive mood, hide their emotions, become emotional labor workers. Past studies have found that job stress and emotional labor can affect teachers’ physical and mental health, negative mood and job burnout. Therefore, it is important to understand the current situation of teachers’ job stress, emotional labor and job burnout. The same stress may not cause the same pressure reaction in different person. While facing an emotional labor work, a teacher’s strategy to camouflage to conform emotional rule, or adjust their own state of mind will determine his emotional well-being. When teachers’ feel too much work pressure or face setbacks at work, if they have great psychological capital, they may reduce the impacts of emotion labor and negative events. Therefore, this study aims to investigate the relationship between job stress, emotional labor and job burnout among elementary school teachers in Hsinchu City. Moreover, we aim to explore whether psychological capital can help teachers better face the negative effects of stressors and emotional labor, so as to reduce the degree of job burnout. This study investigates elementary school teachers in Hsinchu City, and a total of 254 valid questionnaires were obtained. The results show that working pressure has significant positive effect on job burnout, surface emotion labor has significant positive effect on job burnout and deep emotional labor has no significant effect on job burnout. Psychological capital has negative effect on job stress, surface emotional labor and has positive effect on deep emotional labor.

碩士<br>中國文化大學<br>舞蹈研究所<br>91<br>Teachers play the most important role in the operation of a school. Without qualified teachers, no real excellent teaching can be clone. A good teacher needs to be qualified and have excellent teaching skills. A good teacher also needs to be professional at all times. Needless to say that a good teacher should have good mental health. A report was done on individual background, job stress, and work burnout of dancing teachers in their profession. How do teacher’s individual background influenced job stress and work burnout of dancing teachers on their performance and their mentality? The relationship between job stress and work burnout also played a role in this report. This research was done on dancing teachers in Taiwan A questionnaire was issued to over all dancing teachers at nine public schools in the year 2002, determining where the possible relationship between the job stress and work burnout in performance could lie. There are 62 effective samples. Although many questionnaires were invalid, useful data was acquired. The questionnaires were analyzed and based on those techniques following: Percentage, Frequency distribution, Mean / average, Standard deviation, T-test, One-way ANOVA, Scheff’e method, Pearson’s product moment correlation. The conclusion of the research is as follow: 1. The job stress for dancing teachers were below average and thus not serious at all. 2. The work burnout for dancing teachers were also very minimum. 3. There is a difference in gender when it comes to the human factor. Females are more caring than males 4. There was a difference in needs of self-achievements due to the varied educational backgrounds of the teachers. The group that had the highest achievement scores was those that were University Graduates. 5. The relationship between job stress and work burnout correlated with each other.

The purpose of this study was to gain an understanding of the enactment of teacher leadership within an urban primary school. My focus was to look at the factors that enhanced or hindered this enactment. The research took the form of a case study which was conducted within the qualitative research paradigm. The study took place in an urban primary school in Pietermaritzburg, KwaZulu-Natal. The participants included three post level one educators. Data were collected by means of a multi method approach with techniques that included an observation schedule, semi- structured interviews, a focus group interview and self reflective journaling. Data were continuously analyzed throughout the research process using thematic content analysis and Grant’s (2008) model of teacher leadership. Findings from the research proved that the enactment of teacher leadership is still in its infancy at the case study school. Due to the fact that the school is still hierarchically controlled by an autocratic principal, the School Management Team (SMT) does not see the need to create the space for teachers to enact leadership. Teacher leadership is therefore restricted to the classroom and to teachers working with other teachers in curriculum and extra curriculum activities. Very little teacher leadership was evident in the area of whole school development neither in the case study school nor from the school leading into the community. Barriers to teacher leadership included the autocratic leadership style of the principal, work overload, time constraints, lack of leadership opportunities created by the SMT and a culture of favoritism by the principal. Despite these many barriers, the aspiring teacher leaders showed high motivational levels to participate in leadership roles provided that the leadership at the school created the space for teachers to become leaders.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010.

碩士<br>臺北巿立體育學院<br>休閒運動管理學系碩士班<br>101<br>Abstract The purpose of this study is to explore teaching status and needs for adapted physical education in junior high school and primary school below senior high school in Penghu County, taking teachers who teach the relevant adapted physical education curriculum in senior high school/vocational high school, junior high school and primary school research object in Penghu County as research objects, including administrative staffs, physical education teachers, teachers for special education classes or others. Using census method to issue each school 315 questionnaires, the study concluded as follows through analysis results of these questionnaires based on statistical analyses, such as descriptive statistics, Square test, Wilcoxon test and K-W test, etc.: 1. Regarding adapted physical education curriculum, the relevant teachers for special education classes, stably executing adapted physical education curriculum account for the highest percentage; the relevant teachers for non-special education classes will simplify the teaching method based on general teaching program. 2. The difficulties for adapted physical education is that the relevant teachers for special education classes “lack equipments, materials and teaching aids”; the relevant teachers for non-special education classes “lack assistance aside of professional personnel or personnel who is familiar with the situation”. 3. Regarding intentions of adapted physical education, the relevant teachers for special education classes show higher preference; the relevant teachers for non-special education classes show ordinary preference. 4. Regarding essential assistances on adapted physical education, the relevant teachers for special education classes mainly need assistances on study of professional knowledge and supplement of the equipments; the relevant teachers for non-special education mainly need assistances on study of professional knowledge and from professional team. Key words: Students with Disabilities、Adapted Physical Education、Teaching status、Teaching needs

碩士<br>國立臺灣師範大學<br>工業教育研究所<br>90<br>Abstract The purpose of this study is to investigate the teacher job stress, burnout, their relationship and effects of variables of the resource room program teachers in junior high school. Through the results to suggest educational administrative agencies, special teacher education institutions, junior high schools, the resource room program teachers and future researchers. This study adopted the questionnaire survey. “Job Situation and Sensitivity of the Resource Room Program Teachers in Junior High School Questionnaire” developed in this study was used to make a survey on 241 teachers of the 68 public junior high schools. Data were analyzed using descriptive and inferential statistic methods, including mean, standard deviation, t-test, one-way ANOVA, person product-moment correlation, and canonical correlation analysis. The major findings of this study were as followed: 1. The resource room program teachers in junior high school experienced certain level of job stress. Among various dimensions of job stress, the teachers presented the highest level of job stress in “high workload”, and the lowest level of job stress in “relationship of colleagues”. 2. The resource room program teachers in junior high school had certain sensitivity of burnout. Among various dimensions of burnout, the teachers presented the highest level of burnout in “reduced personal accomplishment”, and the lowest level of burnout in “depersonalization”. 3. As regards the effects that the personal background variables had on the level of job stress, statistically significant differences were found in terms of “gender” and “professional background”. 4. As regards the effects that the personal background variables had on the level of burnout, statistically significant differences were found in terms of “gender”, “age”, “marital status” , “teaching experience” and “professional background” . 5. There was significant correlation between job stress and burnout.

碩士<br>國立臺北科技大學<br>技術及職業教育研究所<br>96<br>In recent years, there has been great influence for Taiwan vocational high school teachers to face the frequently education policy changes. The teacher’s burnout seriously impacts their teaching quality. In addition, the diversification of channels of teacher education policy also results in much more complex for teacher’s background, which makes teacher’s personality become even important. The purposes of this study were to investigate the relationship between the personality and burnout for Taipei municipal vocational high school teachers and to compare the difference from variable background. The hypotheses of this study are as follows: 1. To understand the status of Taipei municipal vocational high school teachers’ burnout. 2. To analyze the difference in Taipei municipal vocational high school teachers’ burnout from variable background. 3. To analyze the difference in Taipei municipal vocational high school teachers’ burnout from different personality. This researcher compiled a questionnaire was mailed to 380 Taipei municipal vocational high school teachers and 353 responded, a 92.8% rate of return. The data were then analyzed by the descriptive statistics, T-test, one-way MANOVA, and Pearson’s product-moment correlation. The results indicate the following： 1. The difference of burnout caused by the different background is significant for Taipei municipal vocational high school teachers. 2. The difference of personality caused by the different background is significant for Taipei municipal vocational high school teachers. 3. There was close relationship existed between between neuroticism personality and burnout. 4. There was a significant negative correlation between extraversion personality and burnout. 5. The teachers with conscientiousness and agreeableness personality are more efficient.

碩士<br>國立東華大學<br>教育研究所<br>98<br>The researcher is also the actor in this research. This is a study of qualitative research method aiming to explore the problem-solving strategies and methods of classroom management for a non-primary novice home-room teacher. The researcher wanted to explore the transition of students’ learning behavior and attitude by using experiential learning cycle. Besides, the researcher wanted to explore the interaction of on the teacher and the students. First, the researcher read the related literature about the experiential learning, non-primary novice home-room teacher, and classroom management to build theoretical foundations of the research. The samples of thirty-seven students come from Green Junior High School （pseudonym）which the researcher taught. The research period can be traced back to the first two years of the non-primary novice home-room teacher and the third school year twenty weeks in the first half semester and fourteen weeks in the second half semester with action intervention that applies the experiential learning cycle to classroom management. The researcher adopted four kinds of curriculum designs: project adventures, speeches, videos, and the files which were made by the researcher. The data collection are interviews, students’ documents, and self-analysis journals, moreover, the researcher presented the data findings and analysis using the first person “I ”. There are three conclusions of research： First, the classroom management strategies and methods of non-primary novice home-room teacher: “Experience” is the best teacher in the classroom management. There aren’t the best strategy and method. There are just the most suitable strategy and method. 1. For the non-primary novice home-room teacher, it is awkward at first but skilful later on and go from strength to strength. 2. The reflexivity ability and revisions of the non-primary novice home-room teacher is the power making teacher better. 3. The non-primary novice home-room teacher using experiential learning cycle for classroom management is effective. Second, after the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management, the interaction on the teacher and the students were positive. Third, the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management: 1. Facing “schoolwork” the learning behavior and the learning attitude transfer to negatively for not negatively. 2. Facing “non-schoolwork” the learning behavior and the learning attitude transfer to negatively for positively. Based on the results of this research, three suggestions more proposed for the non-primary novice teachers, the schools, and following researchers.

碩士<br>南華大學<br>管理科學研究所<br>93<br>The work of the personnel with numerous laws and decrees is highly professional, sophisticated and changeful. The personnel plays an extremely important role in human resources management in school. Therefore, a good personnel management can maintain the administrative affairs of a school very well. The school personnel performing well and efficiently in his position surely has a clear understanding for their professional role. Specifically, we are facing pressure from environmental transitions causing stress, organizational commitment and burnout in school personnel, thus, it is worthwhile for us to be concerned with what we should do to improve the situations and have the profound study. 　 　　The purpose of this study was to examine the relationship among role expectations, stress, practice, organizational commitment and burnout in school personnel. The study adopted questionnaires to get the real answer from the personnel of primary and high schools in Chaiyi. Of the 222 questionnaires sent out, 202 were returned, among which 4 were valid exclusive of 198 invalid. The returned rate of valid questionnaires was 89.2%. 　 　　The study was involved in (1) the difference of individual characteristics in all variables, (2) the correlations among variables, (3) the interaction between variables, (4) the difference of variables from different groups, and (5) the causality between variables. 　 　　This study has adopted SPSS FOR WINDOWS as the tool for statistical analysis. The methods for analysis of sample data were as follows: factor analysis, reliability analysis, descriptive statistics, T-test analysis, single factor variant analysis (one-way ANOVA), subsequent inspection, Pearson correlated analysis, cluster analysis, regression analysis, path analysis and so on. 　 　　There are five major finding in the research as follows： 　　1. The individual characteristics (i.e., age, current position in schools, level of education, marital status, seniority, types of school) had shown significant difference in the variables of role expectations, stress, practice, organizational commitment and burnout in school personnel. 　　2. Role expectations, stress, practice, organizational commitment and burnout in school personnel had significantly positive and negative correlations with each other. 　　3. Role expectations, stress, practice and organizational commitment in school personnel had significantly positive and negative effects in part on burnout. 　　4. The path analysis had also shown that role expectations, stress, practice and organizational commitment in school personnel had significantly positive and negative effects in part on burnout. 　 　　Based on the above, the study proposed some suggestions to the administrators of the personnel, school staffs and the future researchers.

碩士<br>國立東華大學<br>教育行政與管理學系<br>101<br>The main purpose of this study was to explore the status of junior high school counselors on job stress and burnout, to understand the difference of public junior high school counselors on different background variables between job stress and burnout, meanwhile to investigate the relationship between above of them.The main subject for this study are current public school administrators at office of counsel in I-Lan, Hualien, and Taitung, the research method of which is quantitative paradigm with questionnaire survey. The study used purpose cluster sampling and the data were collected from self-developed questionnaire “Survey of Junior High School Counselor’ Perception of Job Stress and Burnout” given to 233. The statistical methods which are mean, standard deviation, t test, one-way ANOVA, and Pearson’s product moment correlation were used to verify hypotheses. Based on the data analyses, the findings of the study were summarized as follows: 1. The sample of junior high school counselors tended to lower level on job stress. Especially, among the related factors, “education policy reform” is the highest and “interpersonal relationship” is the lowest. 2. The sample of junior high school counselors tended to lower level on burnout. Especially, among the related factors, “depersonalization” is the highest and “lower achievement” is the lowest. 3. Junior high school counselors who checked the items on male, old, non-counseling relevant expertise, large schools, section chief of Information background had higher job stress. 4. Junior high school counselors who checked the items on section chief of counseling, section chief of Information, the school with fifty-one classes or more and less than 10 classes had the strong feelings of burnout.. 5.There are obvious differences in junior high school counselors between the whole job stress and burnout. It showed the positive correlation on three dimensions which are “emotional exhaustion”, “depersonalization”, “lower achievement” between the whole job stress and burnout. It presented the positive correlation between the job stress on “job burden”, “professional knowledge”, “interpersonal relationship”, “educational policy reform”, “role expectation”, “time distribution” and the whole job burnout. It also presented the positive correlation between job stress and job burnout on three dimensions on “emotional exhaustion” , “depersonalization”, “lower achievement”. 6. Counselors’ job stress can significantly predict’ job burnout . From the above findings and conclusions, the specific suggestions were proposed to consult educational administrative institutions, school administration, junior high school counselors, and the related researcher.

碩士<br>大葉大學<br>國際企業管理學系碩士班<br>107<br>The purpose of this study is to explore the relationship: teacher’s work overload and parent-teacher conflicts between work-to-family conflict . And the mediating effect of work burnout on the relationship between workload and work-to-family conflict, the mediating effect of work burnout on the relationship between parent-teacher conflict and work-to-family conflict. This study used a questionnaire survey method to collect data. For the tutors, teacher and administration of the Taipei City and New Taipei City Public Junior High School, a sample of 315 copies was valid. The questionnaire was collected from 167 teachers in Taipei; plus 148 teachers in New Taipei City. The results of the study are as follows. The workload of teachers in junior high school, the parent-teacher conflicts , work burnout and work-to-family conflicts are almost moderate. Among the four variables, the average number of workloads is slightly higher. The results of the research hypothesis are all established. Including: (1).the workload of teachers has a significant positive impact on work burnout. (2).the parent-teacher conflict has a significant positive impact on work burnout.(3).work burnout has a significant positive impact on the work-to-family conflict.(4).work burnout has a partial mediation effect on the relationship between workload and work-to-family conflict.(5).work burnout has a complete mediating effect on the relationship between parent-teacher conflicts and work-to-family conflict.

The researcher investigated ways of alleviating stress and burnout among secondary school teachers. In this regard, factors causing teacher stress and burnout, the effect of stress and burnout on the quality of teaching and learning, support structures offered by secondary schools, and coping strategies to deal with stress and burnout were relevant. A total of 20 participants consisting of 12 teachers and 8 school management team members were interviewed using individual and focus group interviews, and participant observation. Findings revealed that teachers are experiencing a range of stressors of a consistent and prolonged nature leading to burnout. The allocation of unfamiliar subjects as a stressor appeared to be a new finding not noted in any of the previous literature. Stress and burnout constitute a threat to teacher retention and effective teaching and learning. Support structures offered to teachers are inadequate, resulting in teachers using ineffective stress coping strategies.<br>Die navorser het maniere ondersoek om spanning en uitbranding by hoërskoolonderwysers te verlig. In hierdie verband was faktore wat spanning en uitbranding tot gevolg het, die effek van spanning en uitbranding op die kwaliteit van onderrig en leer, ondersteuningstrukture wat deur skole aangebied word, en strategieë om spanning en uitbranding te hanteer van toepassing. Onderhoude, individueel en fokusgroep, is met 20 deelnemers, 12 onderwysers en 8 lede van die skoolbeheerraad gevoer. Data is ook met deelnemerwaarneming ingesamel. Navorsingsbevindinge toon aan dat onderwysers volgehoue spanning ervaar wat tot uitbranding lei. Die toewysing van vakke waarmee onderwysers nie vertroud is nie is as ‘n bevinding geïdentifiseer wat nie algemeen in die literatuur opgeteken is nie. Spanning en uitbranding affekteer onderwyserbehoud vir die beroep en goeie kwaliteit onderrig en leer negatief. Ondersteuningstrukture vir onderwysers is onvoldoende met die gevolg dat onderwysers geneig is tot die oneffektiewe hantering van spanning.<br>Umcwaningi ucwaninge izindlela zokuciphisa ukucindezeleka nokushisa phakathi kwabafundisi besikole esiphakeme. Kulokhu, izici ezidala ukucindezeleka nokushisa kothisa, umphumela wokucindezeleka nokushiswa kumhangatho wokufundisa nokufunda, izakhiwo zokusekela ezininkezwa izikole zamabanga aphezulu, Kanye namaqhinga okubhekana nomphumela wokucindezeleka nokushisa kwakufanele. Ingqikithi yabangu-20 yabahlanganyeli abangothisa abangu-12 kanye namalunga eqembu lesiphathimandla sabaphathi abangu-8 besikole babuzwe imibuzo ngokusebenzisa izingxoxo zanye ngabanye kange neqembu lokugxila, Kanye nokubonwa kwabahlangayeli, Kutholakale ukuthi othisha babona ububanzi bokucindezeleka kwendalo eqhubekayo okungaholela ekusheni. Ukwabiwa kwezihloko ezingajwayelekile njengoba ukucindezeleka kubonakala sengathi kuyinto entsha engatholakali ezincwadini zangaphambilini. Ukucindezeleka nokushisa kwakha umsongelo ekugcinweni kothisa Kanye nokufundisa nokufinda okuphumelelayo. Izakhiwo zokuseleka ezinekezwa othisha azanele, ziholela kothisa besenbenzisa amaqhinga okubhekana nokucindezeleka angasebenzi.<br>Educational Management and Leadership<br>M. Ed. (Education Management)

碩士<br>銘傳大學<br>管理研究所<br>95<br>The subject of this study explores the relation of achievement motivation, internal-external control, job characteristics and job burnout on senior high school teacher. According to the survey of literature, I compiled the instrument for the research. Including achievement motivation scale of teacher, internal-external control scale of teacher, job characteristic scale of teacher, job burnout scale of teacher. There are 300 questionnaires of the teacher at random from the senior high school in Taipei county, the school including the primary city in Taipei county. The data were analysed by the method of descriptive and inferential statistics, including independent-sample t-test, pearson correlation, one-way ANOVA, and multiple stepwise regression. The major results of the study are as follows: 1. At present senior high school teacher have higher level of achievement motivation and job characteristics, belongs to internal control, and lower level of job burnout. 2. The more the score of achievement motivation, the nore the score in job burnout. 3. The more the score of internal-external control tend to internal control, the less the score in job burnout. 4.The more the score of job characteristics, the nore the score in job burnout. 5. Achievement motivation, internal-external control and job characteristics have 54.8%, 50.6% and 65.5% explanation on the job burnout. 7. About improvement from job burnout, every organization should work their way on this topic. While for teachers themselves, the most effective way to break through the barrier of job burnout is to change their deliberate way.

The research study investigated management strategies through which school effectiveness could be enhanced in primary schools situated in Gauteng Province. The enhancement of school effectiveness necessitated the discussion on school improvement to find ways to turn around the situation in dysfunctional schools in the province. The province is characterised by urban and suburban areas, townships, and informal settlements. Teachers in schools in these areas are well qualified. However, different challenges in these areas impact upon the enhancement of school effectiveness. A literature review was conducted to provide a conceptual framework and explain concepts such as effective management, administration, leadership, principal effectiveness, and teacher effectiveness. The literature review also investigated the factors that impact upon school effectiveness and school improvement and explored the historical development of School Effectiveness Research (SER) in the United States of America, Europe, Australia, and Africa to expound the problem investigated. An empirical investigation using a qualitative approach was conducted. Six primary schools were selected using purposive sampling to ensure that different demographic areas were covered in the research. Purposive sampling allowed the researcher to target schools from high and low socio-economic areas because they often experience different challenges concerning to school effectiveness. Data were collected through individual interviews with principals and officials from the Gauteng Department of Education (GDE) at the district and teachers in focus groups. Key findings were identified. Participants from the three categories respectively identified several characteristics of effective schools which concurred with the literature on school effectiveness. They also identified two features of effective schools which were unique to the study: in effective schools, there is little or no learner and teacher absenteeism; and school values which shape the behaviour of learners are clearly articulated. School values include trustworthiness, respectfulness, honesty, responsibility, striving for excellence and good leadership. School effectiveness is hindered by the current process of appointing principals which does not always succeed in selecting principals with the required leadership qualities and management skills. Further, the incorrect implementation of the Integrated Quality Management System (IQMS) in schools hinders teacher development and leads to poor teacher performance.<br>Die navorsingstudie ondersoek bestuurstrategieë waardeur die effektiwiteit van primêre skole, geleë in die Provinisie van Gauteng verhoog kan word. Die verhoging van effektiwiteit in skole het die bespreking oor skoolverbetering genoodsaak om maniere te vind om die situasie in disfunksionele skole in die provinisie om te draai. Die provinsie word gekenmerk deur landelike en stedelike gebiede, lokasies, en informele nedersetttings. Onderwysers van skole in hierdie gebiede is goed gekwalifiseerd. Verskeie uitdagings in hierdie gebiede het egter n uitwerking op die verhoging van effektiwiteit in skole. ʼn Literêre oorsig is uitgevoer om n konseptuele raamwerk te voorsien en om konsepte soos effektiewe bestuur, administrasie, leierskap, effektiwiteit van die skoolhoof, en onderwysers te verduidelik. ʼn Kwalitatiewe benadering is gebruik om die empiriese ondersoek uit te voer. Ses primêre skole is gekies en doelgerigte steekproefneming is gebruik om te verseker dat verskillende demografiese gebiede deel was van die navorsing. Doelgerigte steekproefneming het die navorser toegelaat om skole van hoë en lae sosio-ekonomiese gebiede te teiken omdat hulle dikwels verskillende uitdagings aangaande die effektiwiteit van skole ervaar. Data is versamel deur indivduele onderhoude met skoolhoofde en amptenare van Gauteng Onderwys Departement (GDE) by die distrik en deur fokusgroep onderhoude met onderwysers. Sleutelbevindinge was soos volg. Deelnemers uit die drie kategoriëë het onderskeidelik geidentifiseer met verskeie eienskappe van effektiewe skole wat ooreenstem met die literatuur op effektiwiteit in skole. Hulle het ook twee kenmerke van effektiewe skole wat uniek was tot die studie geïdentifiseer: in effektiewe skole is daar min of geen afwesigheid van leerders en onderwysers; en skoolwaardes wat die gedrag van leerders vorm word duidelik verwoord. Skoolwaardes sluit betroubaarheid, respek, eerlikheid, verantwoordelikheid, strewe na uitenmendheid en goeie leierskap in. Effektiwiteit in skole word verhinder deur die huidge proses van aanstelling van skoolhoofde wat nie altyd daarin slaag om skoolhoofde te kies wat die nodige leierskap en bestuurseienskappe het nie. Verder, die verkeerde implementering van die Geïntegreerde Bestuurstelsel (IQMS) in skole belemmer die ontwikkeling en lei tot swak prestasie van onderwysers.<br>Dinyakisiso tse tsa go ithuta di be di tsomana le mekgwanakgwana ya bolaodi bja thuto go tiisetsa gore dikolo tsa motheo Profentsheng ya Gauteng di soma mesomo yeo e nepagetsego. Tiisetso ya go soma mesomonepagetsego ya sekolo e dirile gore go ahlaahliwe hlabollo ya dikolo go humana ditselana tseo ka tsona re ka hlabolang dikolo tseo di sa someng botse mo profentsheng. Profentshe ya Gauteng e na le dikolo tsa motsesetoropong le tsa mo go bego go dula batho basweu fela. Barutisi mo mafelong a ba na le di thuto tse maleba. Fela, dihlotlo tseo dileng gona mo mafelong a di huetsa tiistso ya go soma mesomonepagatso sekolong. Go dirilwe tekololeswa ya dingwalwa go hlalosa dikgopolo tse bjalo ka taolonepagatso, boetapele, mesomonepagatso ya hlogo ya sekolo le mesomonepagatso ya morutisi. Tekololeswa ya dingwalwa e nyakisisitse dintlha tseo di huetsang mesomonepagetso sekolong le hlabollo ya sekolo go lebeletswe tswetsopele ya dinyakisiso tsamesomonepagatso ya dikiolo dinageng tsa United States of America, Europa, Australia le Afrika go hlalosa bothata bjo bo nyakisiswago. Go dirilwe dinyakisiso ka poledisano go somiswa mokgwa wa kwalitetifi. Go kgethilwe dikolo tse tshela tsa fase ka go somisa kgetho ka maikemisetso go direla gore go akaretswe dikolo go tswa mafelong a go fapana. Kgetho ka maikemisetso e dumelela monyakisisi go tswa mafelong a batho ba go ba le sa bona le mafelong a batho ba go hloka sa bona ka ge ba itemogela dihlotlo tse fapaneng mesomonepagatso. Tshedimoso ye e kgobokeditswe ka dipoledisano le dihlogo tsa dikolo motho a le nosi le bahlankedi bammuso wa Kgoro ya Thuto ya Kgauteng motho a le nosi le dipoledisano ka sehlopha. Dintlha tsa dipoelo di be di le mo go latelago: Batseakarolo go tswa mafapeng a go fapana ba hlaotse diponagalo tsa dikolo tseo disomago ka nepagalo tseo di dumelelanago le tekololeswa ya dingwalwa. Gape ba hlaotse dipanagalo tse dingwe tsa moswana nosi: Dikolo tsa go soma ka nepagalo ga di na barutwana goba barutisi ba go se tle sekolong. Meano ya sekolo e akaretsa botshephegi, tlhompho, boikarabelo le go somela bobotse ka go fetisa le boetapele bjo bo botse. Mosomonepagatso ya sekolo e sitiswa ke tshepediso ya go thwala dihlogo tsa dikolo yeo ka nako tse dinwe e sitago ke go hlaola hlogo ya sekolo yeo e nago le boetapele le bolaodi bjo bo botse. Gape, go tsentshatirisong wo o fasagetseng wa tshepetso ya bolaodi bja hlabollo ya barutisi go sitisa tswelopele.<br>Educational Management and Leadership<br>Ph. D. (Education Management)