學校行政風華再現：探尋與建構學校兼任行政教師幸福感

Recovering the Elegance of School Administration: Exploring and Constructing School Part-time Administrative Teacher’s Well-being

在疫情與十二年國教新課綱實施的雙重衝擊下，學校兼任行政教師之工作負荷與壓力倍增，行政大逃亡之趨勢更為惡化。有鑑於此，本文以質性研究的視角，訪談四位實務兼任行政教師，探討並歸納其對於幸福感的看法，以及如何永續幸福感之道。本文發現，兼任行政教師幸福感來源多元且偏向外控，大多與其職務工作及人際關係有關；具正向人格特質者能將負面情境做出正向歸因並產生正向行為；適才適用的正向工作環境有利於後天幸福感覺知與強化；正向組織有利於幸福感永續發展。並循此發現提出五項建議，供學校實務工作者參考，藉以激勵其工作士氣，強化學校競爭力。

Under dual impacts of Covid-19 and implementation of 12-year Basic Education policy, school part-time administrative teacher’s work loading and pressure are doubled, resulting in the Great Administrative Escape. Based on this observation, this paper adopts qualitative approach to interview 4 part-time administrative teachers, analyzing and concluding their viewpoints of working well-being, and the way to sustain it. Result shows that part-time administrative teachers’ well-being are multidimensional and controlled externally by position task and interpersonal relationship, those who have positive personality can use positive thought to transform negative situation to positive challenges and devoted to accomplish tough jobs. In addition, providing right position jobs for right person has positive effect on self awareness of part-time administrative teachers’ well-being, and the establishment of school positive organization facilitates continuance of their well-being. Based on these findings, this paper provides five practical suggestions for school administrators so as to reinforce their motivation and promote school future competitiveness.