特殊教育學校教師兼任行政職務意願及其影響因素之研究

Willingness of Special Education Teachers to Concurrently Work on Administrative Jobs

翁宥慈(Yu-Tzu Weng)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2011年)

摘要

本研究旨在探討特殊教育學校教師兼任行政職務意願的程度，以及個人層面因素、家庭層面因素及學校層面因素是否為影響教師兼任行政職務意願的重要因素。本研究主要採取問卷調查法，以2010（99）學年度國內特殊教育學校編制內之合格特教教師為研究對象，並依文獻探討及專家審查結果，擬訂「特殊教育學校教師兼任行政職務意願及其影響因素」問卷為研究工具，共寄發738份問卷，回收695份，有效問卷為678份，回收率91.8％。統計方式採取描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析及逐步多元迴歸分析法，經資料處理分析後，獲得以下結論：
一、特殊教育學校教師兼任行政職務意願趨向於中低程度。
二、特殊教育學校教師對兼任行政職務意願會因性別、特教專業背景、現任職務的不同而有所差異。
三、特殊教育學校教師兼任行政職務意願之影響因素的重要預測變項，透過迴歸方程式獲得驗證。
1、個人層面因素變項中，以專長能力、生涯規劃、健康因素、人際關係及組織認同等對特殊教育學校教師兼任行政職務意願的影響力最大。
2、家庭層面因素變項中，以家庭支持與經濟狀況及子女數對特殊教育學校教師兼任行政職務意願的影響力最大。
3、學校層面因素變項中，以教育政策、校長領導、校長性別與薪酬福利等對特殊教育學校教師兼任行政職務意願的影響力最大。

關鍵字

特殊教育學校 ； 兼任行政職務教師 ； 兼任行政職務意願

並列摘要

This paper aimed to investigate the willingness of Special Education School teachers to work concurrently on administrative jobs, as well as to examine whether personal and professional factors had any crucial influence over this willingness.
This paper mainly adapted the method of questionnaire survey; targeting qualified special education teachers from the establishment Special Education School in Taiwan (2010). The questionnaire, which was entitled “Influential Factors on Teachers’ Willingness to Work Concurrently on Administrative Jobs in Taiwanese Special Education Schools” was designed and applied as the research tool, in accordance with literature reviews and the evaluation of experts. 738 questionnaires were sent, with 695 being recovered, out of which number 678 questionnaires were effective (91.8% recovery).
The following statistics methods were also employed in this investigation: descriptive statistics; one-sample t-test; independent sample t-test; one way ANOVA and stepwise multiple regression analysis. Conclusions derived from the data analysis read as follows:
A. Teachers at Special Education Schools have a low willingness to work concurrently on administrative jobs.
B. The willingness of teachers to work concurrently on administrative jobs varied depending upon their gender; professional background within special education and the post currently held.
C. The predictor variables of influential factors affecting teachers’ willingness to work concurrently on administrative jobs were verified by the regression equation.
1. In terms of personal factor variables, the relative expertise, career plans, health factors, interpersonal relationships and organizational identity of given teachers were shown to have the greatest influence on their willingness to work concurrently on administrative jobs.
2. As regards variables related to family factors, a teacher’s financial status, number of children and support received at home were shown to have the greatest influence on their willingness to work concurrently on administrative jobs.
3. In terms of factors within the school, educational policy, leadership or gender of the principal; remuneration and welfare have the most influence on teachers’ willingness to work concurrently on administrative jobs.

並列關鍵字

Special Education School ； Teachers of Administrative Jobs ； Willingness Regarding Administrative Jobs

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