The Study of School Climate and Teachers’ Administrative Tasks Engagement at Taoyuan Senior High Schools

• Main Authors: Tsao, Wei-Ying, 曹瑋瑩
• Other Authors: Chen, Chi-Yuan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/93747077094167357175

碩士 === 國立交通大學 === 教育研究所 === 101 === 　　The purpose of this thesis is to discuss the relations between the teachers’ administrative tasks engagement and school climate at Taoyuan senior high schools. The method employed in this thesis is ‘questionnaire survey’ which is adapted for self-designed questionnaire entitled ‘The Impact Factors of School Climate and Teachers’ Administrative Tasks Engagement at Taoyuan Senior High Schools’. Using 13 Taoyuan senior high schools and 302 high school teachers as an example, this thesis will argue that the one-way ANOVA, Scheffé's method, Pearson product moment correlation and multiple stepwise regression analysis can provide empirical framework for casual relations among factors. The findings are summarized below: First, the school climate would belong to the type of ‘medium open’ at Taoyuan public senior high school Second, the teachers are less willing to engage in administrative tasks; moreover, the newly-built public senior high teachers are most unwilling to engage in administrative tasks. Third, there have been significant differences between personal background, such as ‘gender’, ‘current job’, ‘the highest stage of administrative experience’ and ‘the willingness to engage in administrative tasks’, and the perception of school climate. Fourth, there have been significant differences between the variables of school background, such as ‘school size’, and ‘the willingness to teachers’ administrative tasks engagement’. Fifth, there have been significant differences between the variables of personal background, such as ‘gender’, ‘age’, ‘teaching subject’, ‘current job’, ‘working years’, ‘the highest stage of administrative experience’ and ‘the willingness to engage in administrative tasks’, and the teachers’ perception administrative tasks engagement. Sixth, the school climate factors of ‘opening index’, ‘supporting behaviour’ and ‘inputting behaviour’ has positive relations with the willingness to engage in administrative tasks; however, the school climate factors of ‘appointed behaviour’ and ‘frustrated behaviour’ has negative relations with the willingness to teachers’ administrative tasks engagement’. Seventh, each dimension in school climate can predict the impact of administrative tasks engagement, and ‘supporting behaviour’ is the most predictive.