國民中學教務主任角色之研究

Abstract

本研究旨在探討台灣地區國民中學教務主任的角色期望、角色踐行及角色入選等經筆者自行設計「國民中學教務主任角色之研究」問卷抽取台灣地區國中校長、教務主任五四分份樣本，分別以t考驗、單因子變異數分析及等級相關係數等統計方法處理，獲得調查結果如下：一、國中校長、校務主任對教務主任的角色期望情形：（一）就整體而言，國中校長對教務主任的七種角色期望顯著高於教務主任的自我期望（二）就學歷背景而言，師範院校畢業之國中校長在學校及社區溝通者的角色期望顯著高於一般大專業者。師範院校畢業之國中教務主任角色期望上顯著高於一般大專畢業者。（三）就行政年資及學校班級數而言，國中校長未發現顯著差異，國中教務主任在角色期望上顯著差異。（四）就學校所在地區而言，無論國中校長或教務主任對教務主任的角色期望皆未發現顯著差異。二、國中校長、教務主任對教務主任的角色踐行評量情形（一）就整體而言，國中校長對教務主任的校長輔佐者、行政主管等二角色的踐行評量極顯著低於教務主任的自我評量。（二）就學歷背景行政年資學校所在地等而言，國中校長對教務主任角色踐行上未見顯著差異，教務主任對其本身踐行則顯著差異（三）就學校班級數而言，國中校長、教務主任角色踐行皆顯著差異。三、國民中學教務主任的人選（一）擔任國中教務主任的動機最重要者是校長的器重與賞識及施展教育抱負。（二）教務主任最需要的人格特質是工作的熱忱及責任感。（三）教務主任的條件最重要有辦事才能和領導能力及品德。基於以上結果，筆者提出下列建議（一）加強教務主任對其角色之自我認識，而教育行政機關宜辦理教務主任講習（二）聘請教務主任時優先考慮由師範院校畢業者擔任。（三）聘請教務主任宜考慮要有相當的行政歷練背景，使人才循序而上。（四）建議教務主任應加強踐行其在課程、學藝、評鑑、研究等專業行政領導的角色任務。（五）聘請教務主任宜注意其辦事才能和領導能力、行政經驗等條件及工作的熱忱、責任感等人格特質。The purpose of this study is to investigate the role expectation, the role performance and role candidate of the director of instruction（dean of studies of junior high school in Taiwan）. The sample consisted of 267 junior high school principals and 281 directors of instruction drawn from public junior high schools in Taiwan Province, Taipei City and Kaohsiung City. The obtained data were statistically treated by t─text, analysis of variance and Sepraman rank─correlation coefficient. The main findings of this study were as follows：1. On the whole, the role expectations of the junior high school principals for the director of instruction were significantly higher than those of the directors of instruction for themselves, whereas the role performances of the directors of instruction evaluated by their junior high school principals were lower than those of the directors of instruction to themselves on two aspects, including the school principal assistant and the director of a division. 2. For the role expectations of the director of instruction expressed by the junior high school principals, there were no significant variances on their difference backgrounds of administrative experiences, number of classes and locations of school where they served, except that the subjects of different educations varied significantly. For the role expectations of the directors of instruction expressed by themselves, subjects of different backgrounds including educations, administrative experiences and number of classes of schools varied significantly, except that subjects of different locations of school had no significant variances. 3. For the role performances of the directors of instruction evaluated by the junior high school principals, subjects of different backgrounds including educations, administrative experiences and locations of school had no significant variances. For the role performances of the directors of instruction evaluated by themselves, the directors of instruction o