本研究目的為探討現階段國小教師面對行政衝突事件,其合理性評估以及考量因素以作為未來國小校園教師與行政互動之參考。本研究以國小教師為對象。研究者設計情境模擬問卷,要求受試者閱讀兩則假設之行政衝突事件,然後評估此二事件之合理性及其考量因素。本研究為二因子混合設計,事件類型為受試者內獨變項,關係親疏為受試者間獨變項,依變項為事件合理性。本研究設定之合理性考量因素包括回報、公平性、服從權威與和諧四項。受試者為國小現職教師,共有94名,其中男性25名,女性69名。受試者分別來自6所國民小學,包含1所大型學校、3所中型學校、5所小型學校。 根據共變數分析,在控制合理性考量因素之後,只有關係親疏的主要效果達到統計顯著水準。從事後比較得知,行政人員與教師關係較親近,則行政衝突事件的合理性較低。根據複迴歸分析,僅有公平性可以預測行政衝突事件的合理性。本研究的意涵在於說明校園中人情法則的運作,並且建議行政人員如何適度抒解教師對行政要求之抗拒,以達校園教師與行政互動平衡。未來研究可以加入行政人員的觀點,並且探討其他行政衝突事件的考量因素,以及教師在評估合理性之後所採取的行動。
Abstract This study was aimed to explore the reasonableness and considerations of administrative conflicts in elementary schools. Scenario simulation questionnaire was used to evaluate reasonableness and considerations of two hypothetical administrative conflict incidents. The experiment design was 2×2 mixed design with type of incident as within-subjects variable and relationship between teacher and administrative as between-subjects variable. Reasonableness of the incidents was dependent variable. The considerations of reasonableness were composed of reciprocity, equity, obedience to authority and harmony. There were 94 participants, 25 male and 69 female. Participants come from 6 elementary schools, including 1 large-sized, 3 medium-sized, and 5 small-sized schools. According to the analysis of covariance, after controlling considerations of reasonableness, the main effect of closeness reached statistical significance. Post hoc comparisons showed that when the closer the relationship between administrative and teacher was, the lower reasonableness was. According to the result of multiple regression, only equity predicted the reasonableness of administrative conflict incidents. The study illustrated the operation of ren-qing rule in elementary schools. Future study could focus on the perspectives of administrative personnel, and probe considerations of other administrative conflict incidents, and teachers coping strategies with administrative conflicts.