國民小學初任教師兼任行政的角色衝突與因應策略之研究

Abstract

本研究旨在探討台北市國民小學初任教師兼任行政職務的工作情形，面對的角色衝突與如何採取策略。在過去相關研究中多廣泛的探討兼任行政之教師，且多採量化研究，未特針對「初任兼任行政之教師」在學校環境所面臨的角色突及行政困境，也未深入的瞭解教師兼任行政職務的歷程。近年來更因教育改革使得兼任行政之工作宛如燙手山芋，教師感到職業倦怠，並導致年年都由初任教師接任。故研究者欲藉由探討此議題，深入瞭解初任兼任行政之教師的困境以及產生角色衝突的成因，並如何回應，提供初任教師兼任行政職務、師資培育體系、教育行政機關、未來相關研究者幫助與建議。本研究採用質性研究的深入訪談法，擬定訪談大綱，並針對四位台北市國民小學年資為初任且兼任行政職務之教師進行半結構式的訪談，依據研究參與者的回答搜集有效資料並加以分析，研究結果歸納如下：一、台北市初任教師兼任行政的工作情形如蠟燭兩頭燒，且行政工作與教學準備的時間運用本末倒置。二、學校組織的雙重系統乃為台北市初任教師兼任行政的角色衝突主因。三、台北市初任教師兼任行政職務會經歷到四個不同層面的角色衝突。四、台北市初任教師兼任行政面對諸多困境經常採行理性分析之態度，及積極解決之因應策略。

This study aims to explore the working situations about beginning teachers with administrative positions in Taipei, and how they face the role conflicts and coping strategies. In the past, relevant research have not specifically focused on the role conflicts faced by"the public elementary School beginning teachers with administrative positions", nor have they deeply understood teachers who are part-time administrators. In recent years, administrative work has become even harder due to educational reforms, causing teachers to feel burnout, leading to a result that beginning teachers taking over every year. Therefore, the study tends to gain an in-depth understanding of the dilemma of beginning teaches with administrative positions, the causes of role conflicts, their coping strategies. Finally, several suggestions were provided to beginning teachers with administrative positions, centers for teacher education, educational authorities, and other researchers.This study adopts an in-depth interview method of qualitative research, formulates an interview outline, and conducts semi-structured interviews with four research participants. Based on their interviews results, by collecting and analyzing the effective data, the research results are summarized as follows:1. The working situations of beginning teachers with administrative positions are like burning a candle at both ends, and the time spent on administrative work and teaching preparation is always a conflict.2. The dual-system of school organization is the main cause of role conflict for beginning teachers with administrative positions.3. Beginning teachers with administrative positions concurrently experience role conflicts at four different levels.4. The beginning teachers with administrative positions in Taipei city develop the coping strategies of “use the rational analysis to resolve the problem”.