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題名 大學教師兼任學校行政角色衝突與調適
The Role Conflicts and Adaptation for Faculties Who Serve as Administrators in Universities作者 楊禧瓊
Yang, Shi-Chiung貢獻者 黃東益
Huang, Tong-Huang
楊禧瓊
Yang,Shi-Chiung關鍵詞 學校行政
教師兼任行政
角色衝突
調適
因應方法
Role conflict
Adjustment process
University administration日期 2020 上傳時間 1-十二月-2020 15:01:08 (UTC+8) 摘要 本研究旨在探討大學教師兼任學校行政職務之角色衝突與調適，為深入呈現教師角色的真實經驗故採質性的研究方法，以具備兼任學校行政經歷之教師為研究對象，進行半結構式的深度訪談，再以紮根理論進行資料分析，建構出教師兼任學校行政職務角色衝突與調適歷程，研究結果顯示：大學教師認知自身職責分為教學、研究、服務三個部分。於兼任前的預備期教師主要面臨不同角色間的衝突，並且教師兼任行政職務前多數並無自我準備，上任前甚至未經歷交接程序。於耕耘期大學教師兼任學校行政主要面臨五項角色間衝突與六項角色內衝突，為了調適兼任行政職務的角色衝突，大學教師延伸許多因應方法。值得注意的是大學教師的多重角色背景對於兼任學校行政職務會產生雙向相輔相成的助益情形。於兼任結束後，教師表示不願繼續兼任的原因主要為「健康出問題」、「已服務多年」、「與初衷不符」。本研究根據上述研究結果進行討論並提出之研究建議，預備期：1.將「行政經驗」、「已完成升等」列為兼任一級行政主管之基礎條件，以處裡棘手行政事件表現做為評判是否適任之標準；2.強化鼓勵機制；3.加強使用角色間衝突之因應方法；4.培養兼任學校行政之能力。耕耘期：1.落實書面紀錄及非正式管道的師徒制，確保經驗傳承；2.按會議等級限制主管列席人數，並落實責任制；3. E化檢核流程。收成期：評鑑採雙軌制。
This research aims to explore the role conflicts and adaptation from faculties who hold at least one part-time administrative position in universities. In order to gain an in-depth understanding of the actual experience of the role from faculties, qualitative research methods are used in the study. The author conducted semi-structured in-depth interviews with faculties who has part time administrative experiences in National Cheng-chi University. This study also used grounded theory for data analysis and constructed the role conflict and adjustment process of faculties’ serving administrative duties. The major findings are: the responsibility university faculties recognize could be divided into three parts: education, research, and service. In the preparatory period before taking part-time positions, faculties mainly face with the conflicts between different roles. Most of the faculties do not prepare before taking part-time administrative positions, and they have not even gone through the job handover before taking up their positions. During the cultivation period, university faculties who concurrently serve as administrators mainly face with five inter-role conflicts and six intra-role conflicts. In order to adjust the role conflicts of concurrent administration duties, university faculties have extended many coping methods to deal with the problem. It is worth noting that the multi-role background of university faculties has a mutually complementary and beneficial situation for concurrent administrative duties. After the part-time job ended, the main reasons for the faculties` reluctance to continue the part-time job were "health problems", "have been serving for many years", and "do not match the original intention."This research discusses and puts forward research recommendations based on the above research results in different phase. At the preparation phase：1. List "administrative experience" and "have been promoted" as the basic requirements for being an administrative supervisor concurrently and use the performance of tackling with tricky administrative incidents as a criterion for judging the suitability; 2. Strengthen the incentive mechanism; 3. Enhance the skills for dealing with conflicts among different roles; 4. Cultivate the ability to serve as administrators. At the cultivation phrase: 1. Build up written records and informal channels of apprenticeship to ensure the transfer of experience; 2. Reduce the attendance of supervisors according to the level of the meeting and embody the accountability system; 3. Introduce electronic verification process. 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國立政治大學
公共行政學系
107256039資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107256039 資料類型 thesis dc.contributor.advisor 黃東益 zh_TW dc.contributor.advisor Huang, Tong-Huang en_US dc.contributor.author (作者) 楊禧瓊 zh_TW dc.contributor.author (作者) Yang,Shi-Chiung en_US dc.creator (作者) 楊禧瓊 zh_TW dc.creator (作者) Yang, Shi-Chiung en_US dc.date (日期) 2020 en_US dc.date.accessioned 1-十二月-2020 15:01:08 (UTC+8) - dc.date.available 1-十二月-2020 15:01:08 (UTC+8) - dc.date.issued (上傳時間) 1-十二月-2020 15:01:08 (UTC+8) - dc.identifier (其他 識別碼) G0107256039 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/132894 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 公共行政學系 zh_TW dc.description (描述) 107256039 zh_TW dc.description.abstract (摘要) 本研究旨在探討大學教師兼任學校行政職務之角色衝突與調適，為深入呈現教師角色的真實經驗故採質性的研究方法，以具備兼任學校行政經歷之教師為研究對象，進行半結構式的深度訪談，再以紮根理論進行資料分析，建構出教師兼任學校行政職務角色衝突與調適歷程，研究結果顯示：大學教師認知自身職責分為教學、研究、服務三個部分。於兼任前的預備期教師主要面臨不同角色間的衝突，並且教師兼任行政職務前多數並無自我準備，上任前甚至未經歷交接程序。於耕耘期大學教師兼任學校行政主要面臨五項角色間衝突與六項角色內衝突，為了調適兼任行政職務的角色衝突，大學教師延伸許多因應方法。值得注意的是大學教師的多重角色背景對於兼任學校行政職務會產生雙向相輔相成的助益情形。於兼任結束後，教師表示不願繼續兼任的原因主要為「健康出問題」、「已服務多年」、「與初衷不符」。本研究根據上述研究結果進行討論並提出之研究建議，預備期：1.將「行政經驗」、「已完成升等」列為兼任一級行政主管之基礎條件，以處裡棘手行政事件表現做為評判是否適任之標準；2.強化鼓勵機制；3.加強使用角色間衝突之因應方法；4.培養兼任學校行政之能力。耕耘期：1.落實書面紀錄及非正式管道的師徒制，確保經驗傳承；2.按會議等級限制主管列席人數，並落實責任制；3. E化檢核流程。收成期：評鑑採雙軌制。 zh_TW dc.description.abstract (摘要) This research aims to explore the role conflicts and adaptation from faculties who hold at least one part-time administrative position in universities. In order to gain an in-depth understanding of the actual experience of the role from faculties, qualitative research methods are used in the study. The author conducted semi-structured in-depth interviews with faculties who has part time administrative experiences in National Cheng-chi University. This study also used grounded theory for data analysis and constructed the role conflict and adjustment process of faculties’ serving administrative duties. The major findings are: the responsibility university faculties recognize could be divided into three parts: education, research, and service. In the preparatory period before taking part-time positions, faculties mainly face with the conflicts between different roles. Most of the faculties do not prepare before taking part-time administrative positions, and they have not even gone through the job handover before taking up their positions. During the cultivation period, university faculties who concurrently serve as administrators mainly face with five inter-role conflicts and six intra-role conflicts. In order to adjust the role conflicts of concurrent administration duties, university faculties have extended many coping methods to deal with the problem. It is worth noting that the multi-role background of university faculties has a mutually complementary and beneficial situation for concurrent administrative duties. After the part-time job ended, the main reasons for the faculties` reluctance to continue the part-time job were "health problems", "have been serving for many years", and "do not match the original intention."This research discusses and puts forward research recommendations based on the above research results in different phase. At the preparation phase：1. List "administrative experience" and "have been promoted" as the basic requirements for being an administrative supervisor concurrently and use the performance of tackling with tricky administrative incidents as a criterion for judging the suitability; 2. Strengthen the incentive mechanism; 3. Enhance the skills for dealing with conflicts among different roles; 4. Cultivate the ability to serve as administrators. At the cultivation phrase: 1. Build up written records and informal channels of apprenticeship to ensure the transfer of experience; 2. Reduce the attendance of supervisors according to the level of the meeting and embody the accountability system; 3. Introduce electronic verification process. At the harvest phrase: implement dual-track evaluation system. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與問題 3第二章 文獻探討 6第一節 教師兼任學校行政工作之相關研究 6第二節 大學教師兼任工作的現況 9第三節 角色衝突理論與相關研究 17第三章 研究設計 25第一節 研究方法 25第二節 研究受訪者 27第三節 研究資料的收集與分析 29第四章 兼任學校行政的考量與預備 33第一節 大學教師的職責排序 33第二節 兼任前的考量 36第三節 兼任職務前的準備 42第五章 兼任學校行政的耕耘與收成 51第一節 角色衝突與調適 51第二節 兼任後的收穫 78第三節 評估與建議 87第六章 結論與建議 106第一節 研究發現與討論 106第二節 研究建議 114第三節 研究效度 117第四節 研究限制與未來展望 118參考文獻 120附錄 126 zh_TW dc.format.extent 3788270 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107256039 en_US dc.subject (關鍵詞) 學校行政 zh_TW dc.subject (關鍵詞) 教師兼任行政 zh_TW dc.subject (關鍵詞) 角色衝突 zh_TW dc.subject (關鍵詞) 調適 zh_TW dc.subject (關鍵詞) 因應方法 zh_TW dc.subject (關鍵詞) Role conflict en_US dc.subject (關鍵詞) Adjustment process en_US dc.subject (關鍵詞) University administration en_US dc.title (題名) 大學教師兼任學校行政角色衝突與調適 zh_TW dc.title (題名) The Role Conflicts and Adaptation for Faculties Who Serve as Administrators in Universities en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王聖文、張政治、狄懋昌、沈宗仁（2008）。體育行政人員角色衝突與離職傾向關係之研究。運動知識學報，5，333-341。王碩煌、闕月清（2016）。教學相長：體育代課教師在職進修角色衝突之個案研究。高師大體育期刊，14，11-28。行政院（2014）。行政院重行修訂所屬機關中、高階主管職務管理核心能力項目。線上檢索日期：2019年3月10日。取自：https://wwwws.pthg.gov.tw/Upload/2015pthg/OldFile/RelFile/FAQ/1449/635486201775576250.pdf。何妍儀（2014）。大學教師的任務為何。台灣教育評論月刊，3（1），96-101。吳宗立（2003）。學校行政研究（二版）。高雄：麗文。吳淑禎（2013）。教師職能量表之發展，測驗學刊，60（2），397-428。呂靜慧（2006）。大學校院教師兼任課外組主管角色衝突與工作滿意之研究。國立臺灣師範大學公民訓育研究所碩士論文，未出版，台北。宋校年（2011）。國中棒球教練角色衝突與因應策略關係之研究角色衝突。運動知識學報，8，24-35。李孟純（2011）。高雄地區大學兼任行政教師辭卸行政傾向之研究－以工作壓力與角色衝突為探討變項。國立高雄師範大學人力與知識管理研究所碩士論文，未出版，高雄。林明珠、陳世恩（2008）。國民中學體育教師角色衝突與因應策略關係之研究。大專體育學術專刊，97年度，104-109。林嘉兒（2017）。公立大學教師兼任行政職行為、行為意圖及其相關因素之研究。國立臺灣師範大學科技應用與人力資源發展學系碩士論文，未出版，台北。林慧文（2015）。國民小學兼任行政職務教師角色衝突與因應策略之研究。國立嘉義大學教育學系碩士論文，未出版，嘉義。邱彥禎（2016）。國小教師角色衝突的因應策略關係之研究。國立屏東大學社會發展學系碩士論文，未出版，屏東。國安民、陳文成、藍俊雄（2015）。職業軍人參與在職進修對生活與工作滿意度影響之研究-以角色衝突為中介變項。管理資訊計算，4（1），234-248。教育部（2020）。教育部統計處教育統計調查網。線上檢索日期2020年11月2日。取自：https://stats.moe.gov.tw/qframe.aspx?qno=MQAxAA2。張仁家、張麗雲（2017）。教師兼任行政工作核心職能之探討－以技術型高中總務主任為例。學校行政，112，132-159。張政治、王聖文、胡凱揚（2012）。高中職體育教師知覺角色衝突與職業倦怠關條之研究。國北教大體育，6，111-124。陳敦源、賴怡樺、鄭元齊（2019）。大學行政服務躍升的機會與挑戰：以服務品質管理機制為例之研究。國家與社會，21，169-214。彭淑意（2015）。基北區科技校院教師兼任系所主任角色衝突與工作滿意度之研究。國立台北科技大學技術及職業教育研究所碩士論文，未出版，台北。曾清旗（2018）。高國中小教師兼任行政工作意願分析。臺灣教育評論月刊，7（5），135-138。鈕文英（2018）。質性研究方法與論文寫作（二版）。台北：雙葉書廊。潘文福、歐銘芳（2012）。私立大學學校行政人員的專業能力與其養成課程之規畫研究：以東部福田大學為例。教育行政論壇，4（2），91-116。潘姬吟（2010）。偏遠國小兼任行政教師日常校務工作分析。國立屏東教育大學教育行政學系碩士論文，未出版，屏東。蔡佳宜（2018）。國民小學教師兼任教學組長知覺角色壓力與因應方式之研究。臺灣師範大學課程與教學研究所碩士論文，未出版，台北。蔡明財（2019）。事業單位主管機關工會幹部角色衝突與化解的策略分析-以某國營事業為例。國立臺灣師範大學管理學院高階經理人企業管理學系碩士論文，未出版，台北。鄭崇趁（2012）。教育經營學：六說、七略、八要。臺北市：心理。賴岳聰（2015）。公立高級中等以下學校教師兼任行政工作之初探。臺灣教育評論月刊，4（5），109-111。謝文全（2005）。學校行政。臺北市：五南。謝文全（2010）。教育行政學（三版）。臺北市：高等教育。蘇國憲（2012）。學校網站互動式功能堤身學校行政人員資訊能力效益之研究。國立台中教育大學數位內容科技學系碩士論文，未出版，台中。英文文獻Andrew, T. 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