英文摘要 |
In Taiwan, concurrently hold school administrative positions must by teachers, but because of uneven job distribution, work overtime and bear a lot of teaching work, caused many teachers to be reluctant to hold administrative positions. In order to effectively solve this problem, promote teacher engagement and job satisfaction simultaneously, so this study uses secondary data analysis to understand the teacher engagement and job satisfaction of 697 concurrently hold administrative positions teachers (excluding Kinmen and Matsu) in a fair school environment. The results of the study found: 1. The school policy equality can affect the engagement of teachers who concurrently hold administrative positions; 2. The job satisfaction and teacher engagement of concurrently hold administrative teachers have a significant interactive effect. |