Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25604
Title: 國民小學教師與行政人員間衝突管理之研究
Other Titles: A Study of Conflict Management Between Teachers and Administrators in Elementary School
Authors: 張鐸嚴
Issue Date: Jun-1986
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 自從學校組織日趨科層化(bureaucratization)與專業化(professionalization)的同時,學校教師與行政人員之間的衝突已難以完全避免,故而探討如何有效的管理學校教師與行政人員的衝突,為本研究的動機之一。其次,以往有關學校行政或組織行為的研究,對於衝突行為強調如何控制、避免甚至壓抑,因而忽略了對衝突行為的正確瞭解,因此如何正確瞭解衝突行為,以增加學校行政管理的合理性,為本研究的動機之二。
Purpose:The major purposes of this study are as follows:1. The cause of conflict between teachers and administrators. 2. The responses to that conflict of teachers and administrators. 3. The factors which influence the responses to conflicts between teachers and administrators. 4. The conflict management style and willingness of the school. 5. The influence of conflict on teachers, administrators and schools. 6. The attitude of teachers and administrators to the conflicts. 7. The teachers and administrators’ degree of satisfaction in the conflict management in the schools. Methods and Procedure:The subjects consisted 652 teachers and 544 administrators, sampled from 107 elementary schools. The data was gathered from a investigative questionnaire, designed by the author entitled ”Questionnaire for surveying the conflict between teachers and administrators in elementary school”. 88% response to the questionnaires were received back. The data was analyzed by X2, t, rs and linear trend test. Findings:The findings are as follows. 1. In teachers’ point of view the causes of conflicts with administrators are (1)different concepts of value than the administrators(2)differences in the opinion of working than administrators(3)teachers’ right were neglected by the administrators. In administrator’s point of view the causes of conflicts with teacher are(1)teachers seem to carry out their task in a perfunctory manner (2)teachers’ requirements are not reasonable (3)differences in the opinion of working than teachers. 2. Teachers’ conflict responses are more accommodative than administrators. Reversely, administrators’ conflict responses are more competitive. 3. In the higher job positions the conflict responses are more competitive. 4. Reciprocal reaction, the importance of the conflict issues and the stake in the outcome of the conflict influence the responses to conflicts between teachers and administrators. 5. The willing of schools to recognize and alleviate the conflict betw
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25604
Other Identifiers: E8A21B96-2C23-0E26-D452-8009FF448B66
Appears in Collections:教育研究所集刊

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