The Relationship between School Organizational Climate and Teacher's Willingness to Take Administrative Positions in Taichung Elementary School

[[abstract]]本研究旨在探討臺中市國民小學學校組織氣氛之現況﹑臺中市國民小學教師兼任行政職務之意願﹑臺中市國民小學學校組織氣氛與教師兼任行政意願之關係。 研究方法採問卷調查法，以自編之「臺中市國民小學學校組織氣氛與教師兼任行政工作意願」問卷為研究工具進行調查。研究母群體以臺中市230所公立國民小學11530位教師為對象；將調查結果以IBM SPSS 22.0軟體，經描述性統計、t檢定、單因子變異數分析與卡方檢定進行分析。 依據分析結果與發現，本研究獲致以下結論： 壹、臺中市國民小學教師知覺學校組織氣氛以開放型居多，佔36.4%。 貳、臺中市國民小學教師兼任行政工作意願屬未達中等程度。 ?、個人背景變項對學校組織氣氛知覺上：12班（含）以下教師知覺學校組織 氣氛較不傾向封閉，60班（含）以上學校教師知覺學校組織氣氛較偏向 封閉。 肆、個人背景變項對教師兼任行政職務意願知覺上：在性別部分，男性教師兼任 行政意願在價值觀念與自發動機層面均高於女性教師。現任職務部分，在價 值觀念層面和自發動機層面上，兼任行政意願為「教師兼主任」>「教師兼 組長（含級任兼組長）」>「科任教師」>「級任教師」。行政年資部分： 在價值觀念和自發動機層面，無行政年資的教師其意願顯著小於有行政年資 者。學校規模部分，在價值觀念層面上，學校規模為「12班（含）以下」教 師兼任行政意願高於25班以上教師。 伍、處於開放型及封閉型學校組織氣氛的教師，兼任行政意願「價值觀念」上 達到顯著差異。 最後依據研究結果，對教育行政機關、學校暨兼任行政教師，以及後續研究提出具體建議。[[abstract]]The purpose of this thesis is to discuss the relationship between school organizational climate and teacher's willingness to take administrative positions in Taichung elementary school. The method employed in this thesis is ‘questionnaire survey’ which is adapted for self-designed questionnaire entitled ‘The school organizational climate and teacher's willingness to take administrative positions in Taichung elementary school ’. The research group is targeted at 11,530 teachers from 230 public elementary schools in Taichung City; The survey results were analyzed by descriptive statistical analysis, t-test, one-way ANOVA , cross-table and chi-square test with IBM SPSS 22.0 software. Based on the analysis results and findings, this study was awarded the following findings: 1.The school organizational climate of Taichung elementary school is open climate, accounting for 36.4%. 2.Teacher's willingness to take administrative positions in Taichung elementary school is not moderate. 3. Personal background variables on the school organizational climate﹐teachers under 12 classes (inclusive) perceive the school organizational climate is less inclined to close, and Teachers in 60 classes (including) perceive the school organizational climate is is more closed. 4. Personal background variables on the teacher's willingness to take administrative positions：In the gender component, male teacher's willingness to take administrative positions in value and self-engineert is higher than female teachers. In current position, the teacher's willingness to take administrative positions in value and self-engineert is「Teacher and director」>「Teacher and team leader (including Grade teacher and team leader)」>「Teacher」>「Grade teacher」. In administrative seniority , teacher without administrative seniority of the teacher's willingness to take administrative positions in value and self-engineert is lower than teacher have administrative seniority.In school size﹐On the level of values, the teachers under 12 classes (inclusive) the teacher's willingness to take administrative positions in value is higher than 25 classes. 5.In an open and closed school organization climate, there have significant differences in the "value concept" of teacher's willingness to take administrative positions . Finally, based on the research results, specific recommendations are made for educational administrations, schools and concurrently serving administrative teachers, as well as follow-up research.[[note]]碩