載浮載沉於行政海──偏遠國小初任教師適應學校歷程之探究

Study on Rural Elementary School Beginning Teachers’ Adjustment Process

胡瑜秦(Hu Yu-Chin)

指導教授 ： 許殷宏

國立臺灣師範大學/教育學院/教育學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001070

摘要

本研究旨在瞭解偏遠國小初任教師適應學校歷程，包含任教動機、適應問題、因應策略及影響適應的社會脈絡。最後，根據研究結果，對教育政策與實務及後續相關研究提出建議，以供相關單位、偏遠國小初任教師及後續研究作為參考，並重視偏遠國小初任教師相關輔導及支援措施。本研究採用深度訪談，呈現出兩位偏遠國小初任教師的故事。兩位偏遠國小初任教師透過自身立場闡述任教所經歷的事件，讓教師回想其適應歷程及其因應策略，藉此呈現兩位偏遠國小初任教師在適應學校歷程中的真實樣貌。而訪談中更包含了兩位教師的心境轉變及他們對於身為偏遠國小初任教師的未來展望。
本研究將兩位偏遠國小初任教師的資料，針對適應歷程、適應問題及因應策略等面向將資料分析、整理後，得到以下結論：（ㄧ）偏遠國小初任教師適應學校歷程於不同層面的發展有所差異，且與教師長期生涯發展趨勢近似。（二）偏遠國小初任教師主要適應問題源自過度繁雜的行政工作。（三）偏遠國小初任教師因應策略影響適應歷程。（四）偏遠國小初任教師適應歷程存在多重社會脈絡的限制，同時也展現個體自主性。

關鍵字

偏遠國小 ； 初任教師 ； 因應策略

並列摘要

This study sought to understand rural elementary school beginning teachers’ experiences of adapting into their job, including their motivation to be a teacher, adjustment process, coping strategies and the social contexts that affects these matters. Based on the result, it then gave suggestions to relevant studies and on the planning and implementation of education policies, which were provided as reference for stakeholders, researchers, and rural elementary beginning teachers. In so doing, the author hoped to gather further assistance and support for these teachers. This study interviewed two rural elementary school beginning teachers, who not only shared their own experiences, but also their adjustment process and coping strategies to give a truthful account of teaching at rural elementary schools. In addition, the teachers shared how their mindset had changed through time and expressed their personal aspiration.
This study reached the following conclusions by analyzing and organizing the information, including the adjustment process, coping strategies and difficulty encountered, provided by the two teachers: 1. the adjustment processes of different aspects as a rural elementary school beginning teacher would vary and it follows the same trend as the development of teacher’s career; 2. excessive and complicated administration work was the main problem for rural elementary school beginning teachers when it came to adjustments to such environment; 3. coping strategies had an impact on rural elementary school beginning teachers’ adjustment process; 4. there are multiple social restrictions which rural elementary school beginning teachers needed to face, that reflected constraints in multiple social contexts and autonomy.

並列關鍵字

rural elementary school ； beginning teachers ； coping strategies

參考文獻

葉辰楨、王國華（1998）。國中初任與資深生物教師運用發問策略之比較研究。科學教育，8，118-130。

甄曉蘭（2007）。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，53（3），1-35。

鍾昀珊、戰寶華（2015）。屏東縣偏遠地區國小教師專業學習社群、組織承諾與教學效能之研究。師資培育與教師專業發展期刊，8（2），69-98。

中文部分

王仁男（2015）。國民中學教師參與網路學習社群與教師專業發展之相關研究－以高雄偏遠地區國中為例（未出版之碩士論文）。義守大學資訊管理學系，高雄市。