中小學兼任行政職務教師職場公平、敬業度與工作滿意度之研究

The Study of Workplace Equality, Engagement and Job Satisfaction on Teachers with Administrative Position in Elementary School and Junior High School

教育品質的良莠關鍵在於教師本身，而根據現行法律規定，學校行政職務需由教師兼任為之。然教師拒絕兼任行政職務時有所聞，主因來自工作量分配不均、超時工作、課務繁忙等因素導致「行政大逃亡」的窘境年年在中小學時有所聞。是此本研究梳理文獻發現教師似乎有高敬業度與高工作滿意度才能在行政職務上發揮價值。因此本研究針對全臺（不含金門、馬祖）之中小學697名兼任行政職務教師進行次級資料分析（Secondary Data Analysis），擷取適當題項建構成「職場公平」、「敬業度」與「工作滿意度」，進行迴歸統計。其結果發現：1.職場公平有助於中小學兼任行政職務教師之敬業度；2.兼任行政職務教師之工作滿意度與敬業度有顯著的交互影響。

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.