A Study of Role-Conflict of the Teacher Charged with Administrative tasks and their Coping Strategies from the Public Junior High School in Taichung County

• Main Authors: Jao-Wen Chen, 陳釗文
• Other Authors: Ming-Fa Shi
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/fkj53y

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 93 === The purpose of the study is to look into the status quo of the role-conflict of the teacher charged with administrative tasks and their coping strategies. The researcher tries to find the following problems: 1. The status quo of the role-conflict of the teacher and their coping strategies. 2. The differences in role-conflict and coping strategies reflected by the sample’s background variables. 3. The correlations between role-conflict and coping strategies. 4. The multiple regressions among background variables, role conflict and coping strategies and the predictive power of each other. The questionnaire was administered to the sample of 319 teachers charged with administrative tasks drawing from public junior high schools in Taichung County. The data is statistically analyzed by factor analysis, reliability analysis, descriptive statistic, One-Way MANOVA, One-Way ANOVA, t-test, Scheffe’s method, Pearson’s product-moment correlation, canonical correlation, and multiple regressions. 　　 The major findings are listed below: 1. The perceived level of role-conflict of the teacher is rated as intermediate-low. 2. The frequency of using coping strategies is rated in the level of intermediate-high 3. There are significant differences of the role-conflict among the teacher due to the differences from the education degree, job title, school scale and the school location. 4. There are significant differences of the coping strategies among the teacher due to the differences from the sex, marriage, administrative years and school location . 5. There is a positive correlation between the role-conflict of the teacher and coping strategy which they choose. 6. School scale, the job title and age of the teacher are good predictor to role-conflict. 7. Role-conflict is good predictors to coping strategies. Based on the above research results, the researcher lists some suggestions to education administration authorities, school organizations, teachers charged with administrative tasks and the future researchers in this study area.