英文摘要 |
This article is a response to the phenomenon of the exodus of ad¬ministrative staff in Taiwanese schools, as well as the long-standing prac¬tical dilemma of “Teacher Burnout in Administrative Roles”. It systemati¬cally reviews the literature on the topic of Teacher Burnout in Admin¬istrative Roles and then focuses on journal articles published in School Administration from 2000 to 2022. The aim is to explore the knowledge base of “Teacher Burnout in Administrative Roles”, including its causes, impacts, and coping strategies. The analysis reveals possible causes of “Teacher Burnout in Administrative Roles” including unclear roles and responsibilities in administrative work, unfavorable work contexts, and various aspects of administrative pressures. The impact of “Teacher Burnout in Administrative Roles” encompasses school stability in terms of knowledge and culture, satisfaction of teachers performing adminis¬trative roles, emotional exhaustion, and organizational commitment. In response to Teacher Burnout in Administrative Roles, strategies such as positive leadership from principals, positive support from the school or¬ganization, and concepts related to self-management and emotional reg¬ulation for teachers are suggested. Finally, based on the research findings, theoretical and practical discussions and implications are presented in a sequential manner. |