A Study on career development, gender awareness, role conflict and coping strategies of teachers with a part-time administrative position in Yunlin County elementary school

• Main Authors: Cheng-hsien Wu, 吳政弦
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/16889891117427637251

碩士 === 國立中正大學 === 教育學研究所 === 98 === This study used interviewing techniques of qualitative research and the study field is based on Yunlin County elementary school. The cases are the six teachers served as head of the current position and anther two served as previous head of the current position. This study investigated on career development, gender awareness, role conflict and coping strategies of teachers with a part-time administrative position, hoping to provide school personnel of understanding and helping team leader through to viewing the role of the relevant aspects. Finally, according to the results conclusions and recommendations, it is the main conclusions of this study are summarized as follows: 1.Teachers with a part-time administrative position choose the teaching career according to the factors such as personal interests and dreams, family factors, and occupational welfare properties. 2.The reasons of teachers choosing to act as teachers with a part-time administrative position are varied from the pressure , parents factors, career planning, family factors, school ethics the rules, to school personnel arrangements. 3.Teachers are willing to continue to be teachers with a part-time administrative position due to their visions of education, the additional benefits and allowances to even the intention of escaping serving as homeroom teachers. Meanwhile, they choose to return to the roles of teachers owing to the factors of conflicts between teaching and administrative affairs, inferior working conditions and stress. 4.Teachers with a part-time administrative position choose a simple teaching post instead of director positions forward due to personality traits, different career goals and values. However, some teachers with a part-time administrative position choose to seek a higher director position for family support, self growth and physical decline. 5.Gender stereotypes lead to grades of teaching and administrative positions on the section of segregation, the gender characteristics of factors will result in the educational field differentiation of administrative functions, and a glass ceiling effect in the administrative field. 6.Teachers with a part-time administrative position will have a vague understanding about the roles and duties of serving as a administrative and homeroom teacher. They often playing the executors, communicators and leaders as promoting administrative duties. And furthermore, the most difficult roles are the communicators and the leaders. 7.The main conflict among the roles of teachers with a part-time administrative position is being a teacher and a family member at the same time. And the coping strategy to resolve the conflict is adaptation communication and suspension of one of the roles. 8.The main cause of role conflicts as a administrative teacher is school staff’s cognition on duties and different styles of work. Administrative teachers have different coping strategies to resolve conflicts from all ranks. They yield to the superiors while they seek for the superiors’ assistance when facing other teachers.