國小教師兼任總務工作角色衝突與工作壓力之探究－以桃園縣為例

A research on role conflict and work pressure for elementary school teachers doubling as general-affairs staff members － Taking Taoyuan County for an example

劉琇銓(Hsiu-Chuan Liu)

指導教授 ： 洪泉湖

元智大學/人文社會學院/社會暨政策科學學系/碩士(2012年)

摘要

本研究旨在以桃園縣為例，探究國小教師兼任總務工作角色衝突與工作壓力之現況。以桃園縣現任或卸任之國小校長、總務主任、總務處組長及縣政府人事官員為研究對象，採用質性研究法，以深度訪談方式進行研究，研究結果及發現如下：
一、國小總務人員的工作內容包括例行性業務、上級委辦業務與兼辦業務等三大類，工作量有越來越大的趨勢。工作量大導致總務人員經常需要加班，且面臨人力不足的問題。而工作負荷、工作壓力、專業知能與涉法性等因素，造成教師擔任總務人員的意願不高。學校遴選總務人員時，主要考量是否有意願，若無教師有意願擔任，則採取徵詢或採取輪調制度。
二、工作性質與工作負荷造成總務人員的角色衝突嚴重，而總務主任、事務組長與出納組長的角色衝突情形，較文書組長嚴重。
三、總務工作壓力來源的項目繁多，包括工作負荷、法令規章、工作時效性、專業知能、課務問題、人力支援與配合、上級壓力與協助、廠商、上級主管機關、家長投訴檢舉等，而自我要求與家人期許亦構成一定程度的壓力。
四、由專業素養、教學與學生受教權等不同面向探討，國小總務人員由教師兼任的優點只有在辦理總務工作時，能夠將教育理念與思維融入總務工作中，有利於總務工作滿足學校教育之需求。而地方政府基於編制與人事經費之考量，目前仍由教師兼任國小總務人員。
五、國小總務人員若無法改由職員專任，總務工作教師應設法因應目前現狀，除應以教學為重外，要加強時間管理、充實專業知能、自我調適紓解壓力，必要時尋求外界支援與協助。而學校應設法降低總務工作量與教學負擔，建立總務人員任用制度。教育部應考慮修法比照國中以上學校，國小總務人員由職員專任，地方政府則應考量基於改善國小教育品質之必要性，籌編所需人事經費。

根據以上研究結果與發現，分別對教育主管機關、學校行政與總務人員及未來研究提出建議。

關鍵字

總務工作 ； 角色衝突 ； 工作壓力

並列摘要

This research, taking Taoyuan County as an example, investigates the current status of role conflict and work pressure for elementary school teachers doubling as general-affairs staff members. Taking the incumbent or retired principals, directors of general-affairs office, chiefs of general-affairs sections, and personnel officers of the county administration as the objects, we conduct this research using a deep interview-based qualitative research method. Research results are as follows.

1. General-affairs work in elementary schools, seeing a trend of larger and larger workload, covers three kinds of affairs—routine business, business commissioned from higher authorities and minor business. Facing a shortage of manpower, a heavy workload causes general affairs staff members to work overtime often. Factors such as workload, pressure, expertise and legitimacy, etc. cut back on willingness of teachers to do general affairs. Picking general-affairs staff members calls for teachers’ willingness as the key element, without which the selection will be done through the consult or rotation mechanism.

2. Due to nature of work and workload, there is a serious role conflict among general-affairs staff members, which among directors of general affairs office, chiefs of general affairs section and chiefs of cashiers section is more severe than among chiefs of documentation section.

3. General-affairs work pressure comes from a variety of sources, including workload, law and regulations, work effectiveness, expertise, curriculum affairs, personnel support and coordination, pressure or assistance from higher authorities, manufacturers, higher-level competent authorities, and complaints and reports from parents. Both Self-request and family anticipation also constitute a certain degree of pressure.

4. From aspects of professionalism, teaching and students' right to an education, the only advantage of elementary teachers doubling as general-affairs staff members is that education ideals can be infused into general affairs to satisfy education requirements. Currently, the general affairs are done by elementary school teachers, considering establishment and personnel expenses for the local government.

5. If not being able to be replaced by full-time staff members, teachers should adapt themselves to current environment. In addition to placing utmost importance on teaching, teachers need to strengthen time management, enrich expertise, relieve stress through self-alignment and seek assistance if necessary. The School administration ought to reduce workload regarding general affairs and teaching, and establish a system of appointment for general-affairs staff members. The Ministry of Education should consider amending the regulation for appointment so that full time staff members can work for the general affairs section, as do junior high schools and above. The local government, however, needs to prepare personnel funds to improve quality of elementary school education.

Based on this research, suggestions are made to the education authorities, school administrations and general-affairs staff members, which also indicate a direction for future research.

並列關鍵字

general affairs ； role conflict ； work pressure

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