| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 105 === Abstract
This study aims to look into the current situations of teachers’ role conflicts, career development, and their willingness of taking administrative positions at elementary schools, and also to explore the relations among the above dimensions.
The questionnaire came after a comprehensive literature review. We used the strategy of stratified random sampling. The subjects were 305 teachers from Changhua County. The data were analyzed and compared with statistical methods, such as the use of descriptive statistics, t-tests, single factor variance analyses, Chi-square tests and the Pearson product-moment correlation.
This study revealed that role conflicts are the main reason why teachers are not willing to take administrative jobs. The worst conflict is seen in teachers with administrative experience for less than three years. The conflict happens least frequently to those who take lower-level administrative tasks. In terms of career development, teachers who are young or who have less teaching experience are mostly adapting themselves, thus less willing to take administrative work.
This study suggests several strategies to enhance teachers’ willingness to share administrative jobs. First, schools should increase the number of administration staff. Second, schools should reduce the administrative and teaching workloads. Teachers with administrative work should be assigned only one-subject teaching. Besides, for those who are new for administrative work, schools should update their professional knowledge. These suggestions are believed to help enhance teachers' willingness to take administrative work in schools.
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