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  • 學位論文

國中初任代理教師社會化之微觀政治研究

Micro-politics of the Socialization of Novice Junior High School Substitute Teachers

指導教授 : 王雅玄
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摘要


本研究旨在探討國中初任代理教師在服務學校中社會化的情形,採用質性研究取向的訪談方法,進行資料的蒐集與分析。研究中以三位初任代理教師為主要研究對象,並輔以訪談學校相關利害關係人之意見,有校長、三名正式教師、兩名家長、六名學生,共計十五位。有關初任代理教師在服務學校中的社會化之微觀政治經驗,分別從個人經歷、角色要求及組織文化三面向加以探討,並從中暸解社會化中微觀政治利益與微觀政治策略運用之情形,最後根據研究結果,提出結論與建議。茲將本研究之主要結論摘要如下: 一、國中初任代理教師社會化之微觀政治經驗 (一) 先前的經歷為初任代理教師職前社會化的關鍵。 (二) 符應專業角色是初任代理教師成功社會化的聚焦點。 (三) 初任代理教師藉與他人互動,進而鑲嵌在學校文化中。 二、國中初任代理教師社會化之微觀政治利益 (一) 在自我利益方面,初任代理教師會尋求自我肯定及因應他人責難與監督。 (二) 在物質利益方面,初任代理教師相較於正式教師取得較為不足。 (三) 在組織利益方面,初任代理教師選擇停留在原學校服務。 (四) 在文化與意識型態利益方面,初任代理教師順從學校主流文化與價值規範。 (五) 在社會專業利益方面,初任代理教師重視人際和諧,對他人的不友善選擇隱忍。 三、國中初任代理教師社會化之微觀政治策略 (一) 面對校長,採用保護自身利益的微觀政治策略。 (二) 面對正式教師,兼採保護自身利益與影響他人的微觀政治策略。 (三) 面對家長,採取保護自身利益的微觀政治策略。 (四) 面對學生,採取影響他人的微觀政治策略。

並列摘要


This study aimed to understand the interests of micro-politics and how micro-politics strategies operated and impacted beginning teachers by investigating the socialization of three novice substitute teachers in junior high school. For data collection and analysis, qualitative research interview method was employed to explore interviews with a total of fifteen relevant stakeholders consisting of one school principal, three formal teachers, two parents, six students. In observing micro-politics, the socialization of beginning substitute teachers were examined from three dimensions: their relevant career experiences, role demands and organizational culture. The conclusions and suggestions of this study are summarized as follows: 1. Micro-politics experiences in the socialization of novice substitute teachers in junior high school. (A) Previous experiences are key to pre-service socialization. (B) Fulfillment of job requirements is the focus of successful socialization. (C) Beginning substitute teachers become an accepted part of the school culture through interactions with others. 2. The interests of micro-politics in the socialization of novice substitute teachers in junior high school. (A) In self-interest, beginning substitute teachers conduct self-affirmation and manage censure and supervision. (B) In material interest, beginning substitute teachers receive less pay than formal teachers. (C) In organization interest, beginning substitute teachers tend to seek jobs at the schools they worked. (D) In the cultural and ideological interests, beginning substitute teachers conform to the norms mainstream school culture and values. (E) In the socio-professional interests, beginning substitute teachers seek interpersonal harmony and choose to endure unfriendly treatment. 3. Micro-political strategies employed by beginning substitute junior high teachers in their socialization process. (A) Toward the principal, strategies are adopted to protect their own interests. (B) Toward formal teachers, strategies are adopted both to protect their own interests and to influence the micro-political strategies of the others. (C) Toward parents, strategies are adopted to protect their own interests. (D) Toward students, strategies are adopted to influence them.

並列關鍵字

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參考文獻


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