本研究主要的目的在探討國民中小學校長辦學壓力及其因應策略之比較。分析國中國小校長對辦學壓力感受及其所採因應策略差異性，並瞭解其在辦學中極待協助解決的辦學困擾及適當因應策略的需求性，進而提出具體建議，做為教育主管機關辦理研習充實現職校長專業知能的參考，以及儲訓單位對新科校長培育方式之建言。
為達成上述目的，本研究兼採文獻分析及實證調查研究方式進行。首先透過相關文獻的分析，了解壓力的定義、工作壓力的形成，國民中小學校長辦學壓力的來源及因應的策略，擬訂研究架構，編製「國民中小學校長辦學壓力及因應策略調查問卷」，針對台灣地區公立國民中小學校長辦學壓力及因應策略調查問卷，針對台灣地區公立國民中小學校長抽樣調查，有效樣本計379份（國中201份、國小178份），蒐集之資料利用平均數、次數分配與百分比、平均數差異考驗、單因子變異數分析及x2檢定等方式加以比較分析。歸納結果，獲得如下的發現與結論：
一、就國中小學校長辦學壓力感受程度的大小排序言：
(一)、全體國民中小學校長在九個壓力層面中，其感受到的辦學壓力大小排序為：(1)來自本身內在衝突的壓力；(2)來自教改運動的壓力；(3)來自學生管教的壓力；(4)來自地方的壓力；(5)來自時間管理的壓力；(6)來自一般行政負荷的壓力；(７)來自教職員的壓力；(8)來自上級的壓力；(9)來自人際關係的壓力。
(二)、國中校長與國小校長對各壓力層面的感受大小則各有不同：
1.國中校長感受之壓力大小排序為：(1)來自本身內在衝突的壓力；(2)來自學生管教的壓力；(3)來自教改運動的壓力；(4)來自時間管理的壓力；(5)來自地方的壓力；(6)來自教職員的壓力；(7)來自一般行政負荷的壓力；(8)來自人際關係的壓力；(9)來自上級的壓力
2.國小校長感受之壓力大小排序為：(1)來自地方的壓力；(2)來自教改運動的壓力；(3)來自本身內在衝突的壓力；(4)來自一般行政負荷的壓力；(5)來自時間管理的壓力；(6)來自學生管教的壓力；(7)來自教職員的壓力；(8)來自上級的壓力；(9)來自人際關係的壓力。
二、就國民中小學校長對壓力源所採因應策略次數之大小排序言：
(一)全體國中小校長為：(1)付諸討論、共商對策；(2)依法行事、據理力爭；(3)顧全大局、不予計較；(4)尋求外力、解決問題；(5)任其發展、不予理會。
(二)國小校長所使用之因應策略排序與前述相同，國中校長則「尋求外力、解決問題」與「任其發展、不予理會」易位。
三、國中校長與國小校長之間，就整體言，在九個壓力層面上，其壓力感受程度並無顯著差異。而男女校長間亦同。
四、國中國小校長就九個壓力層面中，除「來自上級的壓力」之外，其餘八個壓力層面，均會因個人特質與學校特徵的不同而有不同的顯著差異。
五、國中國小男性校長在九個壓力層面上，其壓力感受程度的差異與前項(四)相同。
六、國中國小女性校長就九個壓力層面中，會因個人特質與學校特徵的不同，而有不同的顯著差異。
七、國中校長與國小校長，在九個壓力層面中所採因應策略，除「來自上級的壓力」之外，其餘八個壓力層面，均會因個人特質與學校特徵不同，而有顯著差異。對五種因應策略的採用，除「來自時間的壓力」使用「顧全大局、不予計較」及「來自人際關係的壓力」使用「依法行事、據理力爭」、「顧全大局、不予計較」「付諸討論、共商對策」為主之外，其餘七個壓力層面均以「付諸討論、共商對策」為主。
基於以上的結論與發現，本研究的建議分為五方面：
一、對教育行政機關的建議
應正視並瞭解國中小校長辦學壓力的問題，以協助校長全心辦學；避免校長參與非教育有關的活動，以利校長專心學校校務工作；同時應舉辦國中小校長聯誼活動，以利分享辦學壓力因應之經驗心得；並加強舉辦校長研習，以增進教育行政領導專業素養及解決問題的能力；建立公開公平公正人事經費制度，以減少校長不必要的公關應酬壓力；提供校長出國考察機會，以擴展教育理念。
二、對校長的建議
應做好自我鬆弛訓練，以健全自我身心；隨時在職進修，以做好觀念上的自我調適；善於運用領導技巧，以減少行政壓力發生；應察納雅言，以做好溝通，建立共識；積極參與地方活動，關懷地方事務，建立良好的人際關係；多做自我充實，增進專業知能。
三、對儲訓單位的建議
應重視新校長危機處理能力課程開設；加強新校長教育專業精神的陶治；教以解除壓力的技巧及因應策略的善用；培養人際關係及時間管理的能力；提供校長重回大學各教育系所進修之機會。
四、對社區及家長的建議
應建立正確的教育價值觀與教育期望；關心並呵護學校教育進步的發展；主動積極協助校務推展；共同負起社會與家長該有的教育責任。
五、對教的改團體的建議
教育的改革要能瞻前亦要能顧後，以減少校長不必要之疑慮壓力；改革的方向除了重視理想面之外，亦要重現實面；改革的步調則應循序漸進，公允客觀；並儘速建立明確的法規，以資遵循；政府與民間教改團體應建立共識，攜手合作。

The purpose of this study is to investigate administrative pressures of elementary and junior high school principals and compare the strategies they are to adopt. Furthermore, differences among the pressures they feel and the strategies they adopt are analyzed to realize their administrative disturbances to be solved and proper strategies to be required. Embodied suggestions are therefore offered to seve as references for educational authorities when holding seminars to enrich the professional knowledge of in-service principals, and as recommendations for training units when managing to cultivate newlyassigned principals.
To this end,the approaches of this study are literature analysis and pragmatic survey. First, through related literature analysis, the connotation and froming process of pressures are revealed. Next, research framework is set to design the questionnaire of administrative pressures and adopted strategies for elementary and junior high school principals. Sampling survey is focused on public schools in Taiwan area.Valid samples go to 379 copies (201 copies of junior high schools, and 178 copies of elementary schools ). Data gathered are processed and analyzed through Arithmetic Mean, Frequency Distribution, Percentiles, Arithmetic Mean Deviation Testing, One-factor Analysis of Variance, Chi-square Test, etc. The findings and conclusions are provided as follows.
First, the pressures can be categorized as nine dimensions in the following order, They are the pressures from.
(1)inner confilcts of the Self.
(2)educational reforms.
(3)student disciplint.
(4)local communities.
(5)time arrangement.
(6)administive routine loads.
(7)staff.
(8)upper-level supervisory institute.
(9)social relationship.
The pressure receptivity of junior high school principals is different from that of principals in elementary school. The ordinal pressures of the former is as follow:(1)-(3)-(2)-(5)-(4)-(7)-(6)-(9)-(8);while the latter is;(4)-(2)-(1)-(6)-(5)-(3)-(7)-(8)-(9).
Second, as far as the strategies adopted are concerned, the order of all principals' behavior can be classified as follows.
(1)Resort to discussion in order to seek policies.
(2)Act by law and negotiate by reason.
(3)Take the whole affair into consideration and just accept it.
(4)Turn to extetnal assistance for the purpose of solving problems,
(5)Totally to neglect it and let it be.
However, details can be described as follows.
(1)Those in elementary school tend to adopt the same ordinal strategies as are mentioned above;
(2)While thest in junior high schools reverse the order merely by shifting item (4)into item (5)and otherwise.
(3)The pressure receptivity in the nine dimensions makes on differences of significance to all principals. So does it exit in male and female and female ones.
(4)Except for being faced with the eighth dimension of pressure,the receptivity of all principals differs significantly besed on their personality and school characteristics when faced with the other eightdimension pressures.
(5)The receptivity of pressures for all principals is the same as what is mentioned in item(4)
(6)As for all the female principals faced with nine-dimension pressures, they also display the differences of significance on the basis of personality and school characteristics.
(7)Confronted with preessures,except for being faced with the pressure of the eighth dimension,all the principals also display the differences of significance according to their personality and school characteristics.
Based on the conclusions and findings above,five suggestions are offered at last.
(1)Suggestion for education administrative institute:
The pressures of junior high and elementary principals should be noticed and understood to make them devoted to their schools. Avoid their being involved in non-educational activities lest they may not concentrate on the administrative affairs. Meanwhile, recreational activities should be held to held to share the experiences in the release of pressures and seminars be utilized to enhance abilities in leadership and probiem-solving.Open and fair personnel financia sysatem should be established to reduce unnecessary feasts for principals. Visits abroad should be proivded for them to broaden their horizon educational concepts.
(2)Suggestion for principals:Self-relaxation should be made to develop a sound mind and boby. On-the-jop-training should be undertaken occasionally to make themselves adapted to time-changing concepts, Besides be flexible in leading skills to reduce the occurrence of administrative pressures. Advice shonld be taken to lead to a constructive communication and consensus. Participate in community activites and have a concern with community affairs, In this way, good social relationship couid be established. Next, self-education should enhance the professional knowledge.
(3)Suggestion for thaining units: Courses about crisis management should be arranged for newly-assigned principals and the professional knowledge should also be enhanced. Tips to the release of pressure and the utilization of adopted strategies should be instructed, Furtermore,social relationship should be developed and the ability time arrangement be strengthened. Access to on-the-job-training in Department of Education should be provided for principals.
(4)Suggestion for educational reforms: The concepts of educational reforms should be far-reaching to reduce the unnecessary doubts of principals. Reforms should be stressed both in the theoretical and practical aspects, The steps of reforms should be advanced steadily ,fairly, and objectively.Next, concrete laws should be made to be made to be observed.The govetnment and non-state reform groups should establish the consensus and cooperate side by side.