| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 96 === Abstract
The object of this study is to study the role conflict and subjective well-being for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job. There are four major purposes for this study, which are:
1、to pay close attention to the situation of role conflict for a junior high school
teachers who hold a concurrent post of administration job in such a fast-changing
environment.
2、 to pay close attention to the feeling of being blissful for junior high school teachers who hold a concurrent post of administration job, as the topic of「subjective well-being」is gradually getting more people’s attention.
3、to understand the interrelated factors which influence the subjective well-being for
teachs who hold a concurrent post of administration job.
4、to probe into the relationship between role conflict and the subjective well-being for
junior high school teachers who hold a concurrent post of administration job.
This study is conducted with the method of census, and takes samples out of the 774 teachers who hold concurrent post of administration job in 59 municipal junior high schools, among 12 municipal administration districts of Taipei city. This study uses the self-made 「Assessment Table of Role Conflict and Subjective well-being for Junior High School Teachers Who Hold a Concurrent Post of Administration Job」as tool, and statistically analyzes the obtained quantified material with descriptive statistics, one-way ANOVA, t-test and Pearson Product-Moment Correlation. After the study, major findings are as the following:
A、 The situation of role conflict for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job can be classified as below the medium level, but the inner and outer value conflict is above medium level. And the variable of different background for a junior high school teachers who hold a concurrent post of administration job in the diverseness of role conflict degree is stated as below:
(1) for junior high school teachers who are age below 30, graduated from teachers’ school, concurrently holding administration post less than 5 years, teaching in a school of「13-24」classes, the role conflict degree is more higher, and vividly above the average level.
(2) for junior high school teachers who are in different gender, marital status, working offices, and position, the diverseness of role conflict is not so vivid.
B、 the subjective well-being for teachers in Taipei municipal junior high school, who hold a concurrent post of administration job can be classified as above medium level, among which the subjective well-being in family relationship is regarded as the highest one, as for the one in job achievement is less. And the variable of different background for junior high school teachers who hold a concurrent post of administration job in the diverseness of subjective well-being is stated as below:
(1) for junior high school teachers who are age above 51, married, with master degree, and teaching in a school of「25-48」classes, the subjective well-being degree is more higher, and vividly above the average level.
(2) for junior high school teachers who are in different gender, working offices, current position, and administrative experience in years, the diverseness of subjective well-being does not reach the level.
C、 there is negative relationship between role conflict and the subjective well-being for junior high school teachers who hold a concurrent post of administration job, and neither of them reaches the standard level.
In the end, a conclusion and specific suggestion is made, in order to provide reference material to administration departments in junior high schools, teachers who hold a concurrent post of administration job, and relevant education authorities for further study.
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