| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 107 === This study investigated the willingness of elementary school teachers in the coastal area of Taichung to concurrently undertake administrative work. Teachers with different demographic characteristics were compared to determine their wiliness to concurrently undertake administrative work and the factors that influenced their willingness. The correlation between their willingness and the influential factors was also analyzed. A questionnaire survey was conducted using the “Questionnaire of Willingness of Elementary School Teachers in the Coastal area of Taichung to Concurrently Undertake Administrative Work.” The questionnaire was divided into three parts: (1) demographic information, (2) scale of teachers’ willingness to concurrently undertake administrative work, and (3) scale of factors that influence teachers’ willingness to concurrently undertake administrative work. This study sampled 400 full-time teachers in 19 elementary schools in the coastal area of Taichung in the academic year of 2018. A total of 391 questionnaires were retrieved, among which 381 were valid. The data obtained from valid responses were analyzed using descriptive statistics, t-tests, analysis of variance, and Pearson product–moment correlation in the IBM SPSS Statistics 21.0. The obtained conclusions are as follows: (1) Elementary school teachers had a medium to low level of willingness to concurrently undertake administrative work; (2) Teachers of different genders and ages and working in elementary schools of different scales had significant difference in the four aspects of the willingness to concurrently undertake administrative work, namely job involvement, sense of achievement at work, sense of worth at work, and organizational identification; (3) Elementary school teachers of different marital statuses and educational levels had no significant difference in their willingness to concurrently undertake administrative work; (4) Elementary school teachers with different levels of seniority and at different positions showed significant difference in their willingness to concurrently undertake administrative work; (5) The “personal factors” and “job factors” that influenced elementary school teachers’ willingness to concurrently undertake administrative work were significantly and positively correlated with their sense of achievement at work, sense of worth at work, and organizational identification; (6) The “social factors” and “organizational factors” that affected these teachers’ willingness to concurrently undertake administrative work correlated significantly and positively with job involvement, sense of achievement at work, sense of worth at work, and organizational identification. According to these conclusions, this study proposed recommendations for competent authorities in educational administration, elementary school principals, and future researchers.
Keywords: willingness to undertake administrative work, elementary school teacher, concurrent duty of administrative work
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