中小學資深兼任行政教師持續留任行政職務之經驗探究

A Case Study on Experience in Administrative Position Retention of Senior Administrative Teachers in Junior and Elementary Schools

學校行政是以教育原則對學校所處理的一切事物，促進教育進步並達成教育目標的一種歷程。每年到了暑假前後，校園職務安排時常因缺乏有意願兼任行政工作的教師，導致學校事務無法完善規劃。新聞媒體時常報導這些關於學校教師不願兼任行政的問題為行政大逃亡。 本研究邀請兩位資深兼任行政職務的教師，以敘事訪談瞭解其兼任行政職務時的經驗歷程，並以敘事研究中的「整體-內容」和「類別-內容」兩種模式進行分析。研究發現受訪者於兼任行政工作在初期有機緣而開始接觸行政工作，中期面臨到工作挫折與困境，有掙扎但也堅持下去，而後期能夠從經歷中對自我更加瞭解並將經驗意義重建；研究亦發現他們能持續在兼任行政職務的力量來自於成就感與責任感，並能在挫折中找到適合自己行政職務。本研究建議在師資培育及初任教師培訓中，提供教師對兼任行政職務的現況了解和心理準備，使教師能在承擔兼任行政責任、實踐教育理想與自我生活調適中取得平衡，讓學校教育運作更臻完善，造福校園莘莘學子。

School administration is a process of taking care of school affairs based on educational principles and moving education further to meet the education purpose. When it comes to task arrangement during summer vacation, the lack of voluntary administrative teacher usually leads to poor organization of school affairs of the following school year as the summer vacation is the transition period. ”The runaway of school administrators” is how the media calls the problem of unwillingness of teachers to concurrently serve at the administrative position. Thus the purpose of this study is to explore the experience in the administrative position retention of senior administrative teachers. The data is collected from the narrative interview of two senior administrative teachers and analyzed with two methods, narrative and holistic-content analysis and categorical-content analysis. The study found that the two teachers initially took the administrative position simply because they were given a chance to. However, what followed were setbacks arisen from conflicts and interpersonal relationship stress. As more experience gained, they have learned to adapt and be more flexible. It is also discovered that what motivates the two teachers to continue the administrative position is the sense of accomplishment and responsibility. Moreover, they came to realizing what administrative duties that best suit them after facing the setbacks. This study suggests that an administrative job description and preparation should be provided in the teachers training and initial teacher training. This will not only help teachers find the balance among job responsibility, educational ideal practice, and self-life-adjustment, but also better the school operation and benefit the students.