| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === Research for Relationships between Elementary School Teacher Participation in
Administrative Decision-Making and Teacher Job Satisfaction.
Chun-Te Hsin
Abstract
The main purpose of this research is analyzing the basic theory and related research of elementary school teacher participation in decision-making and job satisfaction. Secondarily, it let us understand present circumstances, differences, relationships, and every variables of the teacher participation in decision-making and school effectiveness of elementary school. Also, it analyzed and predicted the differences of the two under different background variables, and discussed their relationships to provide suggestions for educational administrative institutions, schools, teachers and future educational and school administration administrative information.
We adopted the literature research and questionnaire survey. In the survey, data were collected by the use of a “The scale of the elementary school teacher participation in administrative decision-making and teacher job satisfaction ײ sent to the sample of 924 teachers in 117 public elementary schools of mid-Taiwan. A total of 836 questionnaires were returned, the return percentage is 90.48 percent, and the effective questionnaires were 828, so the real useful questionnaire percentage were 89.61 percent. Analysis of the survey data used the application software of SPSS\PC+ 8.0 for windows, and were analyzed with average, standard deviation, t-test, and one-way ANOVA, Scheffe’s method, Pearson’s product-moment correlation, and stepwise multiple regression analysis.
Depending on the results of the research, we made the following conclusions:
1.The present circumstances of the elementary school teacher participation in decision-making were in good condition as a whole. Especially the higher participating decision-making is ”people management and evaluation”, and the lower one is ”student coaching and plan ”.
2.The present circumstances of the job satisfaction of elementary school teacher were in good as a whole. The most satisfaction is “working-self”, and the least satisfaction is “school environment”.
3.The degree of elementary school teacher’s participation in decision-making with obvious differences depends on the variable of different teacher’s backgrounds, on the other hand, it is not obvious differences by the variables of “teacher’s marriage status”.
4.On the variable side of school environment, elementary school teacher’s participation in administrative decision-making with obvious differences depends on “school scale”, but is not obvious differences by the variables of “which city or county the school is located”, “school’s location”, “school’s history”, and “whether or not a teacher’s association has been set up”.
5.The job satisfaction of elementary school’s teacher exists with obvious differences depending on the variable of different teacher’s backgrounds.
6.The job satisfaction of the elementary school teachers depends on the variables of different school environments, which based on the “schools scale” and “whether or not a teachers association has been set up”, but is not obvious differences by the variables of “which city the school is located”, “school’s location” and “school’s history.”
7.The teacher’s participation in administrative decision-making related to the teacher’ job satisfaction.
8.The teacher’s participation in administrative decision-making has the obvious predictability to the teacher job satisfaction.
9.The different teacher’s backgrounds and school environmental variable have the predictability to the elementary school teacher’s participation in administrative decision-making.
10.The different teacher’s backgrounds and school environments variable have predictability to the elementary school teacher job satisfaction.
In addition, we provide practical suggestions to educational administrative institutions, elementary schools and teacher further researches as follows：
1.The suggestions to educational administrative institutions：
（1）Enhance the teacher’s quality and teacher’s training, enrich the content of the educational courses.
（2）Improve the structure of school administration and lower the school scale.
2.The suggestions to elementary schools：
（1）Build up the school counseling systems, raise up administrative decision-making quality.
（2）Open the communication channel, encourage teachers participating actively in administrative.
（3）Lower the work load of teachers fairly, improve teacher’s job satisfaction.
（4）Properly adjust the job duty of the teachers and increase to regenerate the school administration.
（5）Increase the counseling to the teacher for the first time or teachers with very few years of teaching experience and increase the motivation of participation.
（6）Encourage the unmarried and female teachers to participate school administrative employment in order to self-grow.
3.The suggestions to the teachers of elementary schools：
（1）Increase the professional skills for teachers, develop the function of participating in management.
（2）Greatly interest in school affairs, actively participate in school administration, and increasingly teacher own professional ethics..
（3）Increase the cooperation between the teachers and parents in order to increase the relationship ability of teachers.
（4）Comply with the essence of teacher’s self-discipline, promote the well-developed of teacher’s association.
Keywords：Participation in administrative decision-making
Teacher job satisfaction
knowledge-based economy
Educational reform
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