A Study of Role-Conflict of the Teacher Charged with Administrative tasks and their Coping Strategies in Elementory School

• Main Author: 林慧文
• Other Authors: 吳煥烘
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/40878121303607577592

碩士 === 國立嘉義大學 === 教育學系研究所 === 104 === The purpose of this study was to figure out the situation and relation of role-conflict and coping strategy of the teachers in elementary school who were also incharged of administrative tasks. By questionnaire survey and used self-designed questionnaires as the tool, this thesis studied the variation of role-conflict and coping strategy of the teachers in elementary school with administrative tasks under different background variable, in order to efficiently coping with different conflict and pressure and enhance the efficiency of administration in elementary school. This study targeted the director and section chief in elementary school of Chiayi with administrative tasks and distributed 383 questionaires. Totally 340 questionares were retrieved, 332 valid samples were collected, retrieving rate was 88.8%. According to the results of questionnaires, this study analyzed the data by method such as descriptive statistics, independent t test, one way ANOVA and Pearson's product-moment correlation. The conclusion of this study after data analysis were: 1.The feeling of teachers in elementary school with administrative tasks was medium level. In 4 aspects, the feeling level was the highest in “professional role-conflict”. 2.The frequency of using coping conflict strategy was medium-high by teachers with administrative tasks in elementary school. Among them the problem solving strategy was adpted more frequently. 3.There was variation existed on role-conflict feeling under different background variable of teachers in elementary school with administrative tasks. 4.There was variation existed on adopting frequency of coping strategy under different background variable of teachers in elementary school with administrative tasks. 5.There was correlation between role-conflict and coping strategy. According to these conclusions, this study provided relative suggestions as reference for government of education, administrative department of school, elementary school teachers with administrative tasks and future researcher.