A study on Elementary School headmistress’s resilience in Miaoli County

• Main Authors: Liu, Cheng-Hsiung, 劉正雄
• Other Authors: Lee, Li-Jih
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/06537335701357669282

碩士 === 國立臺中教育大學 === 區域與社會發展學系碩士班 === 99 === This study aimed to explore the workplace experiences of Elementary School headmistresses in Miaoli County with the use of resilience perspective. The study targets are women with the qualifications of Miaoli County as the official presidents for two years (or more). This study adopted qualitative research. The way of gathering data is in-depth interviews. Through listening, interviews and contacting with the targets, the researcher could deeply understand the Elementary School headmistresses’ workplace experiences, and try to interpret and analyze the understanding. This study aims to investigate: 1. Understand the workplace experiences of Elementary School headmistresses. 2. Understand the factors of impacting Elementary School headmistresses’ workplace experiences. 3. Study the resilience in the workplace situation of Elementary School headmistresses’ workplace experiences. The study found the following conclusions: 1. Elementary School headmistresses’ workplace experiences can be divided into four aspects to study: the reasons as the principal, the deep impression of the education scenes, the impacts from gender differences, the suggestions to the female teachers who wish to be executives. 2. The factors of impacting Elementary School headmistresses’ workplace experiences can be divided into two parts to understand: the favorable factors include a model for learning, the use of femininity and the new-era female values; negative factors include role conflicts, gender stereotypes, the troubles in relationships and the different standards of gender roles. 3. The resilience in Elementary School headmistresses’ workplace experiences can be summarized into three levels to understand: Individual Level, Household Level, and Social Level. (1)Individual Level: self-concept - persistence, responsibility, self-demands, and to accept it with positive thinking - positive, proactive. (2)Household Level: a good family communication, positive family atmosphere, supports from family members and a model family. (3)Social Level: to enhance women's self-esteem, to provide emotional and verbal supports, social supporting networks, environment resources, and to provide "support friends". Finally, based on the findings and conclusions, the researchers promotes suggestions and future research recommendations to the education authorities, the current headmistress, the female teachers aspiring towards the executives, and the future researchers for reference.