The main purpose is to explore the job stress of teachers with extra executive duties in small sized elementary school and their coping strategies, and to explore, with different background, the difference between variances. It is expected to provide suggestion in accordance with scientific research in order to alleviate their job stress. The subjects of this research are the concurrent administrative teachers of small sized schools in Nantou County. There were 460 questionnaires. There were 344 valid questionnaires with 74.8 % return rate. The conclusions were drawn and stated as follows: 1. The work-related pressure is moderate to low. 2. The application of concurrent administrative teachers? coping strategies on problem solving is moderate to high. 3. There is a significant difference in gender difference in professional improvement. There?s significant difference in professional improvement, and pressure from higher-ups with different marital status. In age factor, there is a significant difference in receiving pressure from higher-ups. There is a significant difference in the administrative seniority in perceiving work burden. 4. As a whole, there is a positive correlation on procrastination as coping strategies. There is a significant difference with procrastination and work burden, professional improvement, inner conflict, interpersonal skills, and pressure from higher-ups. There is a negative correlation between pressure from higher-ups and seeking support.
