| Summary: | 碩士 === 國立屏東科技大學 === 技職教育研究所 === 102 === The purpose of this study is to explore the influential factors on the willingness of elementary school teachers who join in part time administrative work in Pingtung County. The main goals of this study include the followings: To understand the current situation and to find the influential factors on the willingness of elementary school teachers, to discuss the circumstances among its different background variables, relevance and predictions.
The study employed the questionnaires to survey, and the survey method is applied to do research analysis. The study structure is designed to develop “the survey of the influential factors on the willingness of elementary school teachers who join in part time administrative work in Pingtung County.” And, the objects were the elementary school teachers in Pingtung County in 2013. There were totally 634 questionnaires returned. The statistic software of SPSS version 17.0 was applied to run data analysis. And, the study conclusions were as the followings:
In terms of teachers’ willingness, the personal factors which made teachers willing to join in administrative positions included peer support, family burden and need for achievement. The environmental factors were leadership, organizational culture, responsibilities and benefits.
The influential background factors which affected teachers willing to join in administrative positions were positions, school scale, and the experience of part time administrators.
The highest correlation of personal factors was need for achievement and peer support. The highest correlation of environmental factors was leadership and organizational culture. When personal factors intersected environmental factors, the highest correlations were peer support and leadership.
“Benefits” and “Administrative burden” of the environmental factors were the significantly powerful predictors for active participation, identity and their willingness to work of part time administrators. “Need for achievement” of the personal factors was significantly powerful predictors for active participation and identity.
Based on the results of this study, some conclusions and suggestions for educational organizations, schools and future studies are proposed.
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