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http://nhuir.nhu.edu.tw/handle/987654321/28533
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| 題名: | 偏鄉地區漢人教師留任意願影響因素之探討—以南投縣仁愛鄉布農部落為例 |
| 其他題名: | A Study of the Influencing Factors of Han Teachers' Intention to Retain in the Rural Areas: A Case of Bunun Tribe in Renai Township, Nantou County |
| 作者: | 何美芳
HO, MEI-FANG |
| 貢獻者: | 國際事務與企業學系亞太研究碩士班
劉華宗
LIU, HUA-TSUNG |
| 關鍵詞: | 偏鄉地區;留任意願;漢人教師;傳統文化;師資問題
Rural area;teacher retention;Han-Chinese teacher;traditional culture;qualification of teachers |
| 日期: | 2020 |
| 上傳時間: | 2022-08-08 13:38:30 (UTC+8) |
| 摘要: | 研究者多年來在偏鄉地區國小服務，看到有許多的漢族教師願意留任偏鄉，希望透過訪談方式，瞭解他們到偏鄉任教的緣由及探討影響其留任意願的因素。 研究目的：瞭解目前服務於偏鄉的漢族教師所面臨的挑戰與困境為何？研究對象：研究者服務之仁愛鄉三個布農部落的7位偏鄉漢族教師。研究方法：採質性研究，以文獻分析法及深度訪談法進行。共分成四個面向探討，一、個人因素：婚姻狀況、人際關係、工作認同；二、環境因素：交通、住宿、組織氣氛；三、社會因素：傳統文化、生活方式、家長支持；四、制度因素：獎勵、員額編制、學校規模。整理他們的訪談資料後，得到以下研究結論： 經訪談資料分析其結果顯示教師在「婚姻狀況」、「人際關係」、「交通」、「住宿」、「家長支持」、「獎勵」、「員額編制」、「學校規模」等項目，都是漢人教師留任偏鄉學校意願的重要因素考量，而「婚姻狀況」、「工作認同」、「組織氣氛」這部分，對於留任偏鄉意願的考量，因個人而有所差異。依據分析結果，「傳統文化」、「生活方式」對於偏鄉教師留任意願影響力不大。 最後根據以上研究結果，提出建議，俾便提供教育行政單位，以及未來研究之參考。
Over the years, researchers devoting in rural elementary education have seen many Han-Chinese teachers who are willing to retain their teaching positions in rural areas. Interviews were arranged in hope of understanding and identifying the reasons behind their retention and possible influences it may bring. The purpose of the research is to recognize the challenges and plights which Han-Chinese teachers are facing. The participants in the research are 7 Han-Chinese teachers who are currently teaching in three Bunun communities in Ren-ai township respectively. Identifying from 4 aspects including: (a)Personal factors: marital status, interpersonal relationship and professional self-identity (b)Environmental factors: transportation, living condition and organizational climate (c)Social factors: traditional culture, lifestyle, family support (d)System factors: incentives, staffing and performance level of school. After analyzation of data obtained from interviews, results showed that marital status, interpersonal relationship, professional self-identity, transportation, living condition, organizational climate, family support, incentives, staffing and performance level of school are all key factors toward Han-Chinese teacher retention. Nevertheless, the influence of marital status, professional self-identity and organizational climate differs from person to person. Contrastingly, traditional culture and lifestyle have slight influences on the decision. In conclusion, proposed suggestions for educational administration and future studies were made according to results of research as references for future research. |
| 顯示於類別: | [國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-亞太研究碩士班
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