| Abstract: | 本研究旨在探討臺灣小學教師面對不合理角色期望之轉化行動。透過文獻探討、訪談及調查等方法進行資料蒐集。先以12位小學教師之訪談資料作為編製研究工具之依據，再使用本研究所編製之「國民小學教師角色轉化行動量表」調查1,287位小學教師，調查資料經以 SPSS for Windows 10.0 套裝軟體中次數分配、單因子多變項分析、薛費多重比較分析法來進行資料處理與分析。研究結果發現： 1. 小學教師角色的轉化行動包括命名、評估準備、定向、規劃執行及調整五要素。 2. 小學教師所知覺之角色轉化行動都在中高度以上。 3. 小學教師在評估準備轉化行動的表現最佳，在規劃執行的表現較弱。 4. 小學教師角色轉化行動，會因教師性別、資格、職務、計畫換工作地點及教育背景之不同而有差異。 5. 小學教師角色轉化行動，不因教師年資、是否有換工作之計畫、婚姻狀況、子女狀況、任教地區、學校規模、班級大小之不同而有差異。 6. 職務所隱含的權力、教育背景所隱含的實踐能力、換工作地點所隱含的心態及性別所隱含的家務分工，是影響教師轉化不合理角色之可能因素。 最後，根據本研究結論提出「掌握並善用藍波五要素，使轉化不合理角色期望成為可能」、「肯定教師在評估準備的表現，並透過教師權能的提升、教師對工作的投入心態及家務的簡化，以增進教師之規劃執行力」等建議。
The transformative agency on unreasonable role expectation in Taiwan adopted by elementary school teachers were studied. Twelve subjects were interviewed in order to develop an inventory, “The Transformation of Elementary School Teachers on Unreasonable Role Expectation”, for subsequent survey study in which 1287 subjects were surveyed. The data obtained from survey study were statistically analyzed by Frequencies, and MANOVA. The conclusions of this study are as follows: 1. The transformation of Taiwanese elementary school teachers on unreasonable role expectation includes five elements, Naming, Appraising, Directing, Performing and Optimizing (NADPO). 2. A degree of middle-high level is founded for the elementary school teachers to adopt NADPO. 3. The highest level is the “Appraising” and the lowest level is “Performing” among the five elements, NADPO, adopted by subjects. 4. Significant differences for adopting NADPO are existed among subjects with different genders, qualification, posts, move or not and educational training. 5. Non-significant differences for adopting NADPO are found among subjects with different years of service, leave job or not, marriage or not, having children or not, districts of school, scale of school and scale of class. 6. The possible factors influencing elementary school teachers for adopting NADPO are power, professional ability, commitment to teaching, and loading of family affairs of subjects. |
