偏遠地區國小教師服務期滿後留任意願之研究─以高雄市偏遠地區國小為例

Research of Romote-Area Elementary School Teachers’ Willingness to Retain in Position after the Completion of Their Teaching Tenure – Example of Kaohsiung City Remote-Area Primary School

陳宏偉(Hung-Wei Chen)

指導教授 ： 吳有龍

義守大學/電機資訊學院/資訊管理學系/碩士(2020年)

摘要

本研究旨在探討高雄市偏遠地區國小教師服務期滿後留任意願的影響因素。本研究以高雄市偏遠地區國小7名正職教師為研究對象，採用質性研究方法，再經由文獻探討、深度訪談，綜合整理與分析資料後，得到之結論期可對教育單位改善偏遠地區學校教師流失提出建議。茲將所得結果臚列如下：
一、外在教育政策層面影響留任意願的三個影響因素中，只有「薪資或各種名目的實質加給」能增強受訪教師服務期滿後的留任意願，其次是「功獎與介聘加分」，而「城鄉教師定期輪調制度」、「鬆綁聘用與員額編制增加」則對多數受訪教師留任意願不具吸引力。
二、學校組織層面影響留任意願的四個影響因素中，以「生活機能」與「學校領導、組織承諾、組織氣氛」較能影響受訪教師於服務期滿後的留任意願，而「行政支持」與「設備、住宿品質」因素對留任意願的增、減影響較低，而「生活機能」因素，又以「通勤」因素影響留任意願最顯著，「交通‧對外生活機能」因素影響性其次，「進修」因素影響最低；「學校領導、組織承諾、組織氣氛」因素對受訪教師留任意願增、減的影響，以「學校組織氣氛」影響最顯著，其次是「學校組織承諾」，「學校校長領導方式」影響最低。
三、教師個人層面影響留任意願的三個影響因素中，以「職、家角色衝突」因素與受訪教師服務期滿後留任意願呈現負相關，影響最大，此現象不分原民與非原民具有一致性，而「生涯工作發展、成就」因素的影響性次之，「工作壓力」對受訪教師留任意願影響最低，其中最值得注意的是「行政工作負荷過重」是減低多數受訪教師留任意願的關鍵。

關鍵字

偏遠地區 ； 國小教師 ； 留任意願

並列摘要

This study aimed to explore the influence factors of retention of remote area elementary school teachers in Kaohsiung City. A qualitative survey was conducted using 7 remote area elementary school teachers in Kaohsiung as the research object. The data analysis methods included literature reviews, deep interviews, comprehensive arrangements and analyses. The suggestions of the findings were made for educational authorities to find the practical solutions for the loss of teachers in remote elementary school. The conclusions were as follows:
1.Refer to the three factors of external education policy, which affected teachers’ willingness to retain in position, only “improving the salary and allowance for teachers” could enhance the willingness of teachers to stay in remote areas. “Giving Awards or adding scores for teachers while transferring schools” was in the second position to enhance teachers’ willingness. “Periodically transferring between teachers in urban and rural schools, and increasing the numbers of teachers” were the least attraction to most teachers.
2.Refer to the four influence factors of school organizations, which affected teachers’ willingness to retain in position, “abundant living requirements”, and “good organizational leadership, commitment and climate of schools” enhanced more teachers’ willingness. “Administrative support” and “the qualities of school’s facilities, devices and accommodation affected the least. Of the abundant living requirements, teachers considered commuting the most, then the traffic and living function, and the further study was the least consideration. Of the factors of the organizational leadership, commitment and climate of schools, the climate of organizational school affected teachers the most, then the commitment, and the leadership, the least.
3.Refer to the three influence factors of teachers themselves, which affected their willingness to retain in position, “the conflict between the roles playing in schools and homes” affected teachers most, whether indigenous or non-indigenous teachers. “The job satisfaction and achievement” was the second effect. “The workload” was the least to affect teachers’ willingness. However, “too heavy administrative workload” affected most teachers’ willingness to retain in position after the completion of their teaching tenure.

並列關鍵字

remote area ； elementary school teachers ； willingness to retain in position

參考文獻

一、中文參考文獻

1.王文科、王智弘(2010)。質得研究的信度和效度。彰化師大教育學報，2010，第十七輯，頁29-51。

2.王佳蓉、陳怡昌(2017)。社會支持對工作壓力與離職意願關係之調節結果—以台南市國民中學教師為例。全球商業經營管理學報，9，67-82。

3.王舒民(2015)。旅館員工的工作輪調對工作績效及留任意願影響之研究。國立高雄應用科技大學觀光與餐旅管理研究所碩士論文，未出版，高雄市。

4.朱哲宏(2011)。國中兼任行政職務教師留任意願之研究─以高雄市為例。樹德科技大學經營管理研究所碩士論文，未出版，高雄市。