臺北市立國民中學兼任行政職務之教師其角色衝突與幸福感之相關研究

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2008

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中文摘要 本研究旨在探討臺北市國中兼任行政職務之教師其角色衝突與幸福感相關之研究,研究之主要目的有四: 一、在校園生態丕變之下,關注國中兼任行政職務之教師其角色衝突情形。 二、「幸福感」議題日益受人重視,關心國中兼任行政職務之教師其幸福感受 現況。 三、了解影響兼任行政職務之教師其幸福感相關因素。 四、探討國中兼任行政職務之教師其角色衝突與幸福感的關係。 本研究係採普查方式,以台北市12行政區之59所市立國中兼任行政職務之教師共774名為樣本,以自編「國中兼任行政職務教師角色衝突與幸福感量表」為研究工具,所得量化之資料採取描述性統計、單因子多變項變異數分析、t考驗及皮爾森積差相關進行統計分析,研究結果如下: 一、 臺北市立國民中學兼任行政職務之教師其角色衝突現況屬中等程度以下,但 在內外在價值衝突方面則屬中等程度以上。而不同背景變項之國中兼任行政 職務之教師在角色衝突感受程度上的差異性方面,則如下所述: (一)30歲以下、師範院校或大學教育系畢、學校規模為「13-24」班及兼行政年資5年以下的國中兼任行政職務之教師在角色衝突的感受程度高,且達顯著水準。 (二)不同性別、婚姻、任職處室及不同職位的國中兼任行政職務之教師所感受之角色衝突並未達顯著差異。 二、 臺北市立國民中學兼任行政職務之教師其幸福感現況屬中等程度以上,其中尤以家庭關係的幸福感受最強,以工作成就的幸福感受較弱。而不同背景變項之國中兼任行政職務之教師在幸福感受程度上的差異性方面,則如下所述: (一)51歲以上、已婚、研究所畢及學校規模為「25-48 」班的國中兼任行政職務之教師在幸福感受程度上較高,且達顯著水準。 (二)不同性別、任職處室、不同職位及不同兼行政年資的國中兼任行政職務之教師,感受的幸福感並未達顯著差異水準。 三、國中兼任行政職務之教師其角色衝突與幸福感之間有負相關存在,且達顯著水準。最後再根據研究結果,提出結論及具體建議,以供相關教育主管機關、國民中學行政單位、兼任行政職務教師及後續研究之參考。
Abstract The object of this study is to study the role conflict and subjective well-being for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job. There are four major purposes for this study, which are: 1、to pay close attention to the situation of role conflict for a junior high school teachers who hold a concurrent post of administration job in such a fast-changing environment. 2、 to pay close attention to the feeling of being blissful for junior high school teachers who hold a concurrent post of administration job, as the topic of「subjective well-being」is gradually getting more people’s attention. 3、to understand the interrelated factors which influence the subjective well-being for teachs who hold a concurrent post of administration job. 4、to probe into the relationship between role conflict and the subjective well-being for junior high school teachers who hold a concurrent post of administration job. This study is conducted with the method of census, and takes samples out of the 774 teachers who hold concurrent post of administration job in 59 municipal junior high schools, among 12 municipal administration districts of Taipei city. This study uses the self-made 「Assessment Table of Role Conflict and Subjective well-being for Junior High School Teachers Who Hold a Concurrent Post of Administration Job」as tool, and statistically analyzes the obtained quantified material with descriptive statistics, one-way ANOVA, t-test and Pearson Product-Moment Correlation. After the study, major findings are as the following: A、 The situation of role conflict for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job can be classified as below the medium level, but the inner and outer value conflict is above medium level. And the variable of different background for a junior high school teachers who hold a concurrent post of administration job in the diverseness of role conflict degree is stated as below: (1) for junior high school teachers who are age below 30, graduated from teachers’ school, concurrently holding administration post less than 5 years, teaching in a school of「13-24」classes, the role conflict degree is more higher, and vividly above the average level. (2) for junior high school teachers who are in different gender, marital status, working offices, and position, the diverseness of role conflict is not so vivid. B、 the subjective well-being for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job can be classified as above medium level, among which the subjective well-being in family relationship is regarded as the highest one, as for the one in job achievement is less. And the variable of different background for junior high school teachers who hold a concurrent post of administration job in the diverseness of subjective well-being is stated as below: (1) for junior high school teachers who are age above 51, married, with master degree, and teaching in a school of「25-48」classes, the subjective well-being degree is more higher, and vividly above the average level. (2) for junior high school teachers who are in different gender, working offices, current position, and administrative experience in years, the diverseness of subjective well-being does not reach the level. C、 there is negative relationship between role conflict and the subjective well-being for junior high school teachers who hold a concurrent post of administration job, and neither of them reaches the standard level. In the end, a conclusion and specific suggestion is made, in order to provide reference material to administration departments in junior high schools, teachers who hold a concurrent post of administration job, and relevant education authorities for further study.

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教師兼任行政職務, 角色衝突, 幸福感, teachers who hold a concurrent post of administration job, role conflict, subjective well-being

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