The Analysis of Teacher’s Daily School Administrations in Faraway Elementary School

• Main Authors: Chi-yin Pan, 潘姬吟
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/54744288152081651777

碩士 === 國立屏東教育大學 === 教育行政研究所 === 98 === The main purpose of this study is to investigate the work content, conflicts, cognition, and responses of teachers’ daily school administration in faraway elementary schools. In the research, a teacher who holds the concurrent post as Chief of Extracurriculum Section in a faraway elementary school, Cape Elementary School (a pseudonym), is taken as the example. A qualitative methodology is adapted in the study, using participant observation, in-depth interviewing, and document analysis to collect related research data. After analyzing, inducting and probing the data assembled, authentic features are clearly shown to the teacher’s school administration in faraway elementary schools. The main conclusion is as follows: 1 Due to the significant divergence of education levels and family malfunction, the responsibility of educating those children becomes heavy load on teachers. It is necessary to invest in more educational resources. 2. Teachers are not fully capable of handling everything in class under a complicated combination of class affairs, teaching and administration. 3. Some parents hold a passive and dispiriting attitude toward school education. The difficult situation may be improved by strengthening the communication between teachers and parents by interviewing. 4. The deviant environment both of family and community forces teachers to play the role of parents. Teachers replace the role of real parents to adjust students’ sense of value. 5. The lack of self-confidence and the weakness of self-concept of students add loads on teachers’ teaching and daily life guidance. 6. Continual in-service learning process is necessary for teachers. The forming of learning group is to develop and promote professional specialty. 7. Overload working results in inappropriate distribution of human resources. 8. Providing a variety of activities is good for making the entirely school a friendly campus. 9. Giving priority to administration rather than teaching weakens the efficiency and quality of education content. 10.The lack of administration human resources increases burdens on teachers’ daily work. Integrating finite resources can reach the goal of getting the greatest benefit. 11. The divergence in leadership perspective and frequent position alteration result in gaps in carrying on progressing projects. 12.There are evaluations all the time. Teachers are forced to share more time than usual to prepare for various evaluations. 13.Capability is the accumulation of experience. Breaking through the obstacles strengthens the necessary abilities in campus.