國小教師在職進修角色衝突與因應策略─以苗栗縣為例

• Main Author: 蕭宏玫
• Other Authors: 陳俊安
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/59554622014918884299

碩士 === 中華大學 === 經營管理研究所 === 97 === Education is the country’s foundation stone of prosperity, and teachers’ standard today decides citizens’ quality tomorrow. In order to foster the younger generation with international competitiveness, we should pay attention to the continuing education during a teacher’s career and the development of professional ability besides throwing ourselves into the training job and cultivation of teachers attentively. However, teachers who are doing the on-the-job training hold several posts simultaneously; in addition to the role as a student, and the duties of work field, what’s more important is the role in the family. Facing the expectations of multi-roles (student, spouse, parent, and worker, etc.), an individual may have negative emotions of being unaccommodated, feeling guilty, or frustrated. After increasing the “status as a student,” will an in-service teacher confront the role conflict among “learning,” “family,” and “work?” Is the problem of multi-roles an inevitable “burden’ in a specific situation? Hence, besides doing the literature review in accordance with the studies of each scholar over the years, via issuing questionnaire, the research aimed at the elementary teachers of different background to explore their role conflict among family, work, and school during the period of on-the-job training, and probed into what coping strategy they would adopt when facing the conflict to offer relevant organizations/ institutions and personnel the reference of confronting the role conflict. The research findings are as follows: On “learning and work conflict,” different gender would affect the feeling degree of elementary school teachers who were doing the on-the-job training; the major “learning and work conflict” of elementary school teachers who were doing the on-the-job training were “time conflict” and “quality conflict;” different personal background would affect the manipulation of “coping strategy” of elementary school teachers who were doing the on-the-job training; the strategy of “accepting the responsibility” was used most often by the elementary school teachers who were doing the on-the-job training to react to “learning and work conflict;” the “learning and work conflict” and “coping strategy” of elementary school teachers who were doing the on-the-job training were only partially negative correlated. The research suggests that the elementary school teachers who are doing the on-the-job training should understand the situation of learning and work conflict that they are facing, as well as the affecting factor, and adopt a suitable coping strategy according to personal distinguishing characteristics. The elementary school teachers who are doing the on-the-job training must learn the time management skills, grasp the exercise of time, learn to accept personal responsibilities, and make use of the positive thinking to seek a solution. The most important of all is to establish a good mutual aid system to provide support and assistance, and decrease the occurrence of conflict.