A Life History Study Of One Elementary School Teacher’s Role Identity

• Main Authors: Tzu-Yu Hung, 洪梓榆
• Other Authors: Yu-Shia Guo
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/32701839147794880369

碩士 === 國立臺中教育大學 === 教育學系 === 96 === The main purpose of this study was to explore one elementary school teacher’s role identity. In this study, one elementary school teacher was chosen as a case and the life history research method was adopted. Furthermore, data were collected by ways of in-depth interview. Finally, the data collected were analyzed﹐discussed；the conclusions were drawn as below: 1. This teacher’s teaching career is divided into four stages: the substitute teacher stage﹐the qualified teacher initial stage﹐the popular teacher stage﹐and the waiting retirement teacher stage. Moreover, the teacher’s role identity changes when her position changes. 2. This teacher’s role identity is composed of three dimensions: the role expectation, the role perception, and the role execution. Specifically, this teacher shares the same point of view of society about teacher’s role. Additionally﹐She had experienced the role ambiguity﹐the role overload and role conflict in her teaching career . 3. The problems confronted by this teacher in her four stages pushes this teacher to adjust her role identity. 4. The factors that influence this teacher’s role identity are the personal characteristics﹐teaching experience﹐school environment and colleagues’ interaction﹐and the educational policy. Among these factors﹐personal characteristics is the most influential. 5. The teacher’s role identity influences the teacher career development stages. Basing on the conclusions, the implications are proposed. The suggestions for schools and the educational administrations, the teacher education institutes﹐elementary school teachers are also provided .