A Study on Elementary School Teachers’ Willingness and Influenced Factor on Having Part-Time Paid Administrative Duties in Taichung City

• Main Authors: TSAI,WAN-LING, 蔡宛玲
• Other Authors: YANG,YING-HSING
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/99220148656158915275

碩士 === 國立臺中教育大學 === 教育學系教育行政與管理碩士在職專班 === 104 === The main purpose of the study is to discuss the relationship of willingness, the situation of having part-time paid administrative duties and their relationship between these two variables among elementary school teachers in Taichung city. The method of questionnaire survey was used, and the self-developed questionnaire of “Taichung’s elementary school teachers’ willingness and effect on having part-time paid administrative duties in Taichung city” was used as the research tool. The subjects were current public elementary school teachers in Taichung, and 50 elementary schools were chosen by stratified random sampling based on their location and size. A total of 570 questionnaires were distributed, and 565 of them were returned. The response rate was 99% with 550 valid questionnaires, and the effective rate of valid questionnaires was 96.49%. Then the withdraw data were analyzed by descriptive statistics (mean, SD), t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis Based on the analysis results, the conclusions were summarized as follows: 1. Taichung’s elementary school teachers’ willingness of having part-time paid administrative duties reaches “upper-intermediate level.” 2. The impact factors of each level have moderate impact on teachers’ willingness of having part-time paid administrative duties. 3. Among the five levels, the “teacher’s personal factors” have the highest degree of influencing teachers’ willingness of having part-time paid administrative duties, which reaches moderate impact. 4. Different background variables show that in the willingness, there are significant differences in variables of gender, education background, marital status, current position, and served as executive positions. However, there are no significant differences in age, years of service, school size and school location. 5. Different background variables show that in the impact factors, there are significant differences in variables of gender, education background, marital status, current position, and served as executive positions. However, there are no significant differences in age, years of service, school size and school location. 6. The impact factors of Taichung’s elementary school teachers’ willingness of having part-time paid administrative duties have a positive correlation between four levels of teacher’s personal factors, family and social factors, school factors and benefit factors. However, there is zero correlation between tax factor and having part-time paid administrative duties. 7. The factors of teacher’s personal factors, family and social factors, and tax factors have predictive power of Taichung’s elementary school teachers’ willingness of having part-time paid administrative duties. Besides, the teacher’s personal factors have the optimal predictive power. According to the results of the study, the researcher offered some suggestions to educational authority, schools administrative, school teachers and future researches as references.