Elementary schools in New Taipei City chief executive officer for teachers job allocation and job satisfaction research

• Main Authors: Tien-Hsun Lai, 賴添詢
• Other Authors: Chong-Chen Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/01909382803871218733

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === This study aims to discuss elementary school teachers’ recognition of work satisfacti- on, and the satisfaction on the ways of job distribution. It investigates the differences of teachers’ satisfaction based on the variation of their background. The research inst- rument was “the questionnaire of elementary school teachers’ satisfaction of job distr- ibution that contains the responsibility for both teaching and administrative work in N -ew Taipei City.” The sample is the teachers with administrative work in the public el- ementary schools in New Taipei City. It adopted the method of Stratified Random Sa- mpling and the questionnaire survey was distributed to 588 teachers who are with ad- ministrative work (including teachers who are also directors or coordinators etc.) in the public elementary schools in New Taipei City. There are 585 valid samples in total. The analysis includes the mean, standard deviation, t test, and one-way Anova, and the research results are described in the following: 1. Most of school job distributions adopt voluntary method of taking task and least of job distributions adopt the method of cumulative points. 2. The results of punishing the incompetent teachers in the job distribution feel the most dissatisfied of teachers with administrative position. 3. In the aspect of compensation benefit, the satisfaction of teachers with administer- ative position is higher than teachers who only serve as teacher. 4. The overall job satisfaction of teachers with administrative position is good. 5. Most of job distributions of elementary schools in new Taipei city are integrated method. 6. The highest satisfaction is the voluntary method of taking task and the lowest satis- faction is the method of cumulative points. 7. In the aspect of overall job satisfaction of teachers with administrative position, male teachers are more satisfied on their work. 8. The older the teacher with administrative position is, the higher the job satisfaction is. 9. The higher the education of teachers with administrative position is, the higher the job satisfaction is. 10. In the aspect of job itself, the satisfaction of teachers working above 21 years is higher than teachers working above 11~15 years. 11. The overall job satisfaction of teachers with administrative positionat the 26~40 of classes of middle and small elementary schools is the lowest. 12. The satisfaction of teachers with administrative position is not affected by working at the city or country area. 13. In the aspect of overall job satisfaction, the satisfaction of teachers with administer- ative position is affected by the method of job distribution. 14. The voluntary method of taking task is the best way to enhance the overall job satis- faction of teachers with administrative position. There are some suggestions based on the research results offering to educational auth- orities, administrative heads and teachers who are also administrative in schools as the reference, in hope of advancing the job satisfaction of those teachers as well as increa- sing their overall enthusiasm on administrative work. I. The suggestions to educational authorities. (i) Increasing extra wage paid for the administrative work so as to balance the job attributes and increase the job satisfaction. (ii) Setting up the promotion system with varieties so as to motivate teachers’ will- ingness of taking the administrative jobs. II. The suggestions to administrative heads in schools (i) Establishing the regulation of punishing the incompetent teachers, by combining the regulation of job distribution. (ii) Encouraging teachers’ participation in community, increasing the effectiveness of community service, and setting up the image of social status. (iii) Establishing task distribution regulation with preferential terms so as to encourage teachers’ willingness of taking administrative work. III. The suggestions to teachers with administrative work (i) Increasing the interaction of human relationship and group cooperation. (ii) Improving the expertise knowledge of teaching and administration through life- long learning. (iii) Respecting the democratic reform on campus and establishing the regulation. IV. The suggestions to future research studies (i) Studies of investigating the different task distribution methods in different learning stages of schools. (ii) Studies of teachers’ willingness of taking administrative work in different school levels. (iii) Investigating the impact of teacher evaluation on their willingness of taking admi- nistrative work.