A Narrative Study of the Part-Time Substitute Teachers in Elementary Schools

• Main Authors: Hui-Ching Shih, 施惠菁
• Other Authors: Nyan-myau Lyau
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/42006019695376822245

碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 103 === The aim of this study was to explore part-time substitute teachers’ working treatment within the hourly-pay system in elementary schools. The foci of this study were on the content these teachers’ work, interpersonal interactions and future career planning. To achieve this purpose, semi-structured in-depth interview was used as the main research method to collect data in this qualitative study. Via purposive and snow-ball sampling, four part-time substitute teachers in Yunlin County were selected to be the major research participants. Through text analysis of the participants’ interviews, the results were listed as follows. First, flexible working time, loving teaching and having excellent interaction experiences with schools were the three key factors to choose this job. Second, the part-time substitute teachers’ teaching contents were corresponded with their professional specialty, but these contents covered many learning domains. These teachers were overloaded when preparing the lessons. Third, the part-time substitute teachers felt stress from parents. They recognized the importance of enhancing their own professional capacities. Fourth, the part-time substitute teachers had the most closely interactions with the homeroom teachers. Their achievement of teaching was mainly from students’ feedbacks. Fifth, the four teachers regarded this job as a sideline. This job was not their first option for career planning. Based on the results, four recommendations were elaborated as follows. Firstly, the educational administrative institutions should (1) make supporting measures for the salary systems and (2) expand more flexible in-service training and continuing professional development channels for the part-time substitute teachers. Secondly, the schools should (1) arrange mentor teachers to adapt the school working environment and help solve problems and (2) in order to increase their income, these part-time substitute teachers should be situated in the prior places to do different teaching tasks. Thirdly, the part-time substitute teachers themselves should (1) cultivate multiple abilities and skills to pursue their professional development and (2) value their own existence in education. Fourthly, the further research should pay more attention to (1) explore more successful cases of those who passed the formal teacher exams and selections and (2) adopt the quantitative method to expand the scope of this research domain.