The Study of Teachers'' Role Conflict of Elementary School in Taiwan

• Main Authors: Tu, Yen-Ling, 涂燕玲
• Other Authors: Shu, Shi-Wei
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/64590937461593104469

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === Abstract The purpose of this study was to probe into the character of teacher’s role conflict, teacher’s role conflict actuality at primary school. Finally, based on the research findings, the recommendations are offered as the improvement for relevant institutions and further research. To achieve the purposes above, the researcher adopts the methodology of literature analysis and questionnaire survey. Firstly, through the collection and analysis of literature, relevant the theory related to teacher’s role conflict. Secondary, questionnaire survey helps to explore of teacher’s role conflict at primary school in Kaohsiung and Pingtung countries. From the methodology, the conclusions are obtained as followed： 1. Teachers playing multiple roles caused different role conflicts. 2. The main reason of inter-role conflict was that teacher spent much time on teaching everyday. 3. The part-time administrative teacher is likely cause role conflicts. 4. The difference of educational opinions between teachers and parents caused conflicts. 5. The report of mass medium maybe influence teaching process that caused teacher’s role conflicts. 6. The opinions of the public, increased teachers pressure that caused role conflicts. 7. Educational policies increased teacher’s pressure and caused role conflicts. 8. The efforts and rewards were unbalance, caused teacher’s role conflicts. 9. The difference between educational ideals and realities caused teacher’s role conflicts. 10. The new teacher was nagged into person relationship that likely caused role conflicts. 11. The background of teachers was teacher training school that has more role conflicts. Finally, the points followed are suggested： 1. The educational administrative organizations should listen to teachers heartfelt wishes. 2. Schools should raise the part-time administrative teachers’ professional knowledge. 3. Schools must establish a channel of communication with community. 4. Schools or relevant institutes could set up the methods to incentive teachers. 5. Schools must give more attention to teachers that educational background was teacher training school. 6. Schools should strengthen the new teacher’s guidance and assistance. 7. Teachers must be well-arranged teaching time to avoided influence their family life. 8. Teachers and parents must strengthen of communication. 9. Teachers must be well-arranged the power of mass medium.