南投縣國小初任教師兼任行政職務之工作壓力與留任意願之研究

NHUIR > College of Social Sciences > Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies > Disserations and Theses(M.A. Program in Public Policy Studies) > Item 987654321/28833

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/28833

Title:	南投縣國小初任教師兼任行政職務之工作壓力與留任意願之研究
Other Titles:	A Study on Work Pressure and Retention Willingness of Beginning Teachers with Administrative Position in Elementary Schools of Nantou County
Authors:	魏秀如 WEI, HSIU-JU
Contributors:	國際事務與企業學系公共政策研究碩士班劉華宗 LIU, HUA-TSUNG
Keywords:	初任教師;行政職務;工作壓力;留任意願;因應策略 beginning teacher;Administrative Position;work pressure;retention willingness;coping strategies
Date:	2021
Issue Date:	2022-08-17
Abstract:	本研究旨在探討南投縣國小初任教師兼任行政職務之工作壓力與留任意願之現況情形，過去相關研究中之探討多侷限於資深教師，並無特別針對「國小初任教師」為研究對象，但近年來國小資深教師不願擔任行政職務，且初任教師兼任行政職務之現象越來越普遍，故研究者欲藉由探討此議題，提出有效因應策略以降低初任教師兼任行政之工作壓力，並提高其接任行政之留任意願。　　本研究採深入訪談法，以七位國小初任教師兼任行政職務者為研究對象，研究者將工作壓力分為「工作負荷」、「專業知能」、「人際關係」、「角色衝突」及「上級壓力」等五類型。行政人員面對工作壓力的因應策略，歸納為尋求支持、解決問題、情緒調適、延宕逃避四個面向。研究結果發現如下：一、南投縣國民小學初任教師兼任行政職務者整體工作壓力為中高程度，其中以「工作負荷」壓力感受最高。二、初任教師對工作壓力的覺知程度：其感受到高壓力程度者有 4 位，感受中壓力程度者有 2 位，只有 1 位感受到低壓力程度。三、南投縣國小初任教師兼任行政職務者壓力因應策略最常使用尋求支持，其次是解決問題。四、兼任行政職務的初任教師留任意願在中等程度。　　最後，本研究期望除了能給予國小初任教師在兼任行政工作時的建議，同時提供學校行政主管、教育行政機關及後續研究者建議。　　The purpose of this study is to discuss the current condition, work pressure and retention willingness of beginning teachers with administrative position in elementary schools of Nantou County. Most of the past studies were limited to the senior teachers with administrative position, and no studies focused on “the beginning teachers in the elementary school” as the objects of studies. In recent years, the situation which senior teachers didn't want to act as teachers with administrative position and beginning teachers take over administrative position has become increasingly common. Therefore, the researcher wants to explore the issue, put forward effective coping strategies to reduce the work pressure of beginning teachers with administrative position, and improve their retention willingness the administrative position.　　The study adopted in-depth interview methodology, and took seven beginning teachers with administrative position in elementary schools as subjects. The research divides the work pressure of beginning teachers with administrative position into five dimensions: workload, professional knowledge, interpersonal relationships, role conflict, and the stress from the superiors. Coping strategies of work pressure among beginning teachers with administrative position into four dimensions support seeking, problem solving, adjusting sentiments, procrastinating and evading. The major findings were listed below:1.The overall job stress of beginning teachers with administrative position in elementary school in Nantou County was moderate to high level. Their stress from “workload” was at highest level.2.Perception of beginning teachers with work pressure: the number of administrative teachers who feel high pressure is 4, the ones who feel medium pressure is 2, while the one who feels low pressure is only 1.3.The coping strategies used most frequently by beginning teachers with administrative position in elementary school in Nantou County are support seeking, followed by problem solving.4.The retention willingness of the beginning teachers who serve as administrative position was at a moderate level.　　At the end, this study expects to give voice to elementary school beginning teachers involved in administrative work with some recommendations; meanwhile, it hopes to provide school administrators, education the administrative authorities, and the future researchers with some beneficial suggestions.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Public Policy Studies)

Files in This Item:

File	Description	Size	Format
109NHU00025006-001.pdf		3319Kb	Adobe PDF	71	View/Open
index.html		0Kb	HTML	188	View/Open

Loading...