A Study of the Willingness and Considered Factors of Serving as Administrators for Teachers with Different Agesin Elementary Schools

• Main Authors: Yi-cheng Shen, 沈義正
• Other Authors: Shueh-Chin Ting
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/38018641740527929298

碩士 === 國立臺南大學 === 教育經營與管理研究所碩士班 === 98 === According to the National Education Law, it’s obligatory for the elementary school to serve in the administrative post. However, in terms of the current educational situation, to perform the complicated administrative tasks well, it requires the talents of communication, negotiation, enthusiasm of serving, a great deal of patience, and the ability to accept different viewpoints. Besides, teachers with different ages have different cognitions about the administrative post. So, the study aims to look into the willingness and it’s considerable factors of serving as administrators for teachers with different ages in elementary schools by related theories and literatures. The study employed the questionnaires to survey. And, the objects were 504 elementary school teachers in Tainan County. With stratified purpose sampling, they were taken as research samples according to school scale. In the light of the validity, the researcher conducted a confirmatory factor analysis by linear structural relationship model (LISREL). To see whether there are significant differences of the effects of the various considerable factors on teachers with different ages, one-way ANOVA in SPSS version 12.0 was employed. LSD method was also used to test the hypothesis. And then multiple regression analysis was used to examine the effects of considerable factors on the willingness of serving as administrators. Conclusions obtained from this research are as follows: 1. For younger teachers, the higher the awareness of job stress to perform administrative tasks is, the lower the willingness of serving as administrators is. 2. For younger teachers, the higher the awareness of role-conflict to perform administrative tasks is, the lower the willingness of serving as administrators is. 3. For elder teachers, the higher the awareness of organizational climate to perform administrative tasks, the higher the willingness of serving as administrators is. 4. For elder teachers, the higher the awareness of family support to perform administrative tasks is, the higher the willingness of serving as administrators is. 5. For younger teachers, the higher the awareness of social status to perform administrative tasks, the higher the willingness of serving as administrators is. Based on the results of this research, some conclusions and suggestions for educational organizations, schools and future studies are proposed.