影響偏遠地區國民小學教師兼任行政人員意願之因素

Factors Affecting the Willingness of Teachers in Remote Elementary Schools to Concurrently Serve as the Administrative Staff

近年來，偏遠地區學校常於學年交替之際面臨行政人員大逃亡現象。眾所皆知，教育行政是教學現場最及時之後盾與支援，唯有穩定教育行政組織才能創造優質教學效益。為此，真正找出影響偏遠地區國民小學教師兼任行政人員意願之因素，進而發展可行理論模型，無疑是現今教育經營所當關注之議題。 立基於此，本研究透過紮根理論研究進行探索，並實際針對新竹縣偏遠地區國民小學服務之6名教師進行半結構式訪談。訪談資料在開放編碼階段得出13項類別；主軸編碼階段綜整出四大主題，分別是培力支持系統、教育績效要求、學校組織運作、自我感知與規劃；選擇性編碼階段則完成影響偏遠地區國民小學教師兼任行政人員意願之因素模型。研究結果對於提升與強化偏遠地區國民小學教師兼任行政人員意願，進而發揮學校功能性與永續發展有其意義與影響。

In recent years, remote schools facing high administrative staff turnover at the end of school years has become a common phenomenon. Admittedly, educational administration serves as the most immediate backing for teaching; hence, schools can provide quality teaching by stabilizing educational administrative organization. Thus, it is undoubtedly a special concern for the educational management today to identify the determinants that affect the willingness of teachers in remote elementary schools to concurrently serve at administrative positions and further develop a feasible theoretical model. To achieve the aforementioned objectives, this study undertook grounded theory research and conducted semi-structured interviews with six teachers from remote elementary schools in Hsinchu County. In the open coding stage, 13 categories were derived from the interview data. In the axial coding stage, four main themes were identified: empowerment support system, educational performance requirements, school organization operations, and self-perception and planning. In the selective coding stage, a model of factors affecting the willingness of teachers in remote elementary schools to concurrently serve at administrative positions was completed. The study findings hold significance and enhance and strengthen the willingness of teachers in remote elementary schools to concurrently serve as the administrative staff while further facilitating the fulfillment of functionality and sustainable development of schools.