新北市國小教師兼任行政職務意願之個案研究

Abstract

教師兼行政職務業務量過大，導致兼任行政職務意願偏低，為了新學年度的職務，總會看到學校校長或主任逐一邀約教師兼任行政職務，但在工作負荷量過重的情形下，大部分的教師都會先婉拒。學校的推展需要行政團隊的經營，提高教師加入行政團隊的意願是當務之急。本研究採用質性研究之半結構訪談、觀察、文件分析等方法，針對「教師個人因素」、「學校內部因素」、「學校外部因素」等三個面向進行探討，以新北市某國小的十二位正式教師為訪談對象，並將訪談對象分為三類，分別是「目前兼任行政職務」、「曾兼任行政職務」、「曾被徵詢卻拒絕兼任行政職務」，藉此探討新北市國小教師兼任行政職務意願的現況及影響因素。本研究之結論為：（一）影響教師願意兼任行政職務之因素：家庭的全力支持、良好的組織氣氛以及正向的領導風格。（二）影響教師不願意兼任行政職務之因素：行政專業背景不足、行政職務帶來的身心壓力、不完善的學校制度、以教學為主的生涯規劃、包山包海的教育政策。（三）影響教師兼任行政職務意願的其他發現：兼任行政職務教師應具備良好溝通能力、兼任行政職務期間會讓教師自我成長、社會支持及家長介入不會影響教師兼任行政職務意願、薪資福利非影響教師兼任行政職務意願的主因。依據研究結果，對於教師個人、學校與教育主管機關以及未來研究提出相關建議，期望本研究之成果能提供各單位參考，以提高教師兼任行政職務的意願。The workload of teachers and administrative positions is too large, resulting in a low willingness to take administrative positions concurrently. In order to take up positions in the new school year, the school principal or director will always invite teachers to take up administrative positions one by one. But most of theteachers will decline first. For the sustainable development of school affairs, the management of the administrative team is required, and it is imperative to enhance the willingness of teachers to join the administrative team.This study adopts semi-structured interviews ,observation methods and documentary research of qualitative research to discuss three aspects:"individual teachers", "inside the school" and "outside the school". Twelve formal teachers from a primary school in New Taipei City are used as the interviewees were divided into three categories, namely, "currently serving as an administrative position", "having a concurrent administrative position", and "refused to take an administrative position after being consulted", in order to explore the concurrent administrative positions held by elementary school teachers in New Taipei City. Status and influencing factors of willingness.The conclusions of this study are: (1) Factors that affect teachers' willingness to take up administrative positions: full support from the family, good organizational atmosphere and positive leadership style. (2) Factors affecting teachers’ unwillingness to take up administrative positions: insufficient administrative background, physical and mental pressure brought by administrative positions, imperfect school system, teaching-oriented career planning, and educational policies that cover mountains and seas. (3) Other findings that affect teachers’ willingnessto take part-time administrative positions: teachers who take part-time administrative positions should have good communication skills, teacherscan grow themselves during their concurrent administrative positions, social support and parental intervention will not affect teachers’ willingness to take part-time administrative positions, salary and benefits are not affected.Based on the research results, relevant suggestions are put forward for individualteachers, schools and educational authorities, and future research. It is hoped that the results of this research can provide reference for each unit, so as to improve teachers' willingness to take up administrative duties.