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• W3088560718 abstract "This study was designed to empirically examine teacher burnout and its relationship to the organizational stress variables of role conflict and role ambiguity. The major purposes of this study are: (1) to examine if teachers differ with respect to select background variables in their perceptions of role conflict, role ambiguity and burnout. (2) to examine the relationship among the organizational stress variables of role conflict and role ambiguity and teacher burnout when controlling for the effect of select teacher background variables. (3) to survey the differences on teaching aspiration of junior high school teachers. The study concurrently used questionnaire survey. The subjects were 1018 junior high school teachers of Taipei City. Two instruments were employed: ＂Teacher burnout questionnaire＂ and ＂Teacher role questionnaire＂. The former was developed to assess the frequency of burnout in the school teachers. The latter was to measure respondents' perception of role conflict and role ambiguity in their organization. Collected data were analyzed using statistical techniques as Chi-square test, one-way ANOVA, multiple regression analysis. The main findings of this study were as follows: 1. When teachers were grouped according to age, marital status, years of experience, teacher education, and duty, they differed on Emotional Exhaustion, Depersonalization and Personal Accomplishment subscales of burnout. 2. When teachers were grouped according to sex, they differed on Emotional Exhaustion and Personal Accomplishment subscales of burnout. 3. When teachers were grouped according to teaching subject, they differed on Emotional Exhaustion and Depersonalization. 4. When teachers were grouped according to age, marital status, years of experience, teacher education, teaching subject, and duty, they differed in perceptions of role conflict and ambiguity. 5. Role conflict and role ambiguity each explained a significant amount of variance in Emotional Exhaustion and Depersonalization subscales of burnout. 6. Role ambiguity explained a significant amount of variance in Personal Accomplishment subscales. 7. 16.2% teachers would never encourage their sons or daughters to begin a career in education, 14% teachers wouldn't re-enter the teaching field if they had a second chance, 4% teachers didn't plan to teach until retirement. Based on the findings of this study, recommendations for teachers, educational administrators were suggested." @default.
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• W3088560718 date "1987-06-30" @default.
• W3088560718 modified "2023-09-27" @default.
• W3088560718 title "【論文摘要】國中教師角色衝突、角色不明確與工作倦怠之研究" @default.
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