Willingness of Special Education Teachers to Concurrently Work on Administrative Jobs

• Main Authors: Yu-Tzu Weng, 翁宥慈
• Other Authors: 曾淑惠
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/5cjjc3

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 99 === This paper aimed to investigate the willingness of Special Education School teachers to work concurrently on administrative jobs, as well as to examine whether personal and professional factors had any crucial influence over this willingness. This paper mainly adapted the method of questionnaire survey; targeting qualified special education teachers from the establishment Special Education School in Taiwan (2010). The questionnaire, which was entitled “Influential Factors on Teachers’ Willingness to Work Concurrently on Administrative Jobs in Taiwanese Special Education Schools” was designed and applied as the research tool, in accordance with literature reviews and the evaluation of experts. 738 questionnaires were sent, with 695 being recovered, out of which number 678 questionnaires were effective (91.8% recovery). The following statistics methods were also employed in this investigation: descriptive statistics; one-sample t-test; independent sample t-test; one way ANOVA and stepwise multiple regression analysis. Conclusions derived from the data analysis read as follows: A. Teachers at Special Education Schools have a low willingness to work concurrently on administrative jobs. B. The willingness of teachers to work concurrently on administrative jobs varied depending upon their gender; professional background within special education and the post currently held. C. The predictor variables of influential factors affecting teachers’ willingness to work concurrently on administrative jobs were verified by the regression equation. 1. In terms of personal factor variables, the relative expertise, career plans, health factors, interpersonal relationships and organizational identity of given teachers were shown to have the greatest influence on their willingness to work concurrently on administrative jobs. 2. As regards variables related to family factors, a teacher’s financial status, number of children and support received at home were shown to have the greatest influence on their willingness to work concurrently on administrative jobs. 3. In terms of factors within the school, educational policy, leadership or gender of the principal; remuneration and welfare have the most influence on teachers’ willingness to work concurrently on administrative jobs.