「 教師兼任行政工作倦怠」相關議題研究之回顧分析：以《學校行政》期刊論文為範疇

A Review and Analysis of the Issue of “Teacher Burnout in Administrative Roles”: A Retrospective Study Based on Articles in the School Administration Journal

本文為回應國內學校行政人員大逃亡的現象，以及長期存在「教師兼任行政工作倦怠」的實務困境，先系統性回顧有關教師兼任行政工作倦怠相關議題的文獻，再以橫跨2000年到2022年刊登於《學校行政》之期刊論文為範疇，探究教師兼任行政工作倦怠之知識基礎，意即形成原因、影響層面與因應策略。分析結果發現，導致教師兼任行政工作倦怠的可能原因，包括行政工作的權責不清、工作的內外情境不佳以及不同面向的行政壓力，而教師兼任行政工作倦怠所影響的層面，含蓋學校知識與文化穩定、教師兼任行政滿意度、情緒耗損與組織承諾，再就因應教師兼任行政工作倦怠的策略，則計有校長領導的正面影響、學校組織的正面支持、教師自我與情緒管理等概念。最後，根據研究結果，依序提出理論及實務方面的討論與啟示。

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.