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英文摘要
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The purpose of this study was to explore the relationships between school's organizational structures and teacher's job burnout. The study methods were adopted literature review and questionnaire. The subjects included 448 teachers from public schools. The collected data were analyzed by descriptive statistic, one-way ANOVA, Pearson product-moment correlation and multiple stepwise regression analysis.
1. Schools with different size and area factors had significant differences on organizational structures in junior high school.
2. Teacher's background variables (sex, age, annual pays, educational background, marriage status, school size) had significant difference on teacher's job burnout.
3. The correlation between school's organizational structure and teacher's job burnout was significant.
4. Teacher's job burnout can be explained by school's organizational structure and teacher's background variables.
According to the main conclusions, the researcher offered some suggestions:
1. Improve the organizational structure to set up ”specialization”, ”standardization”, and ”formalization” of remote area school.
2. Provide multipal in-service opportunity to increase teacher's teaching achievement.
3. Exercise motivation to increase new members, junior and female teacher's job adaptation.
4. Implement organizational learning to upgrade organizational change ability.
5. Strengthen normal teaching to reduce teacher's burnout.
6. Adopt democratic leadership strategy and encourage teachers to participate schools' administration.
7. Enact regulations of tutor's responsibility and establish professional helping system.
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