An Empirical Research on the Willingness of Teachers to Hold Concurrent Administrative Posts in Yilan County Public Junior High School --- Based on Motivation Theory
| Autor: | WU, CHIH-MING, 吳志明 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The purpose of this research was to investigate the empirical research of the willingness for Yilan County Public Junior High School teachers to hold concurrent administrative posts. Using Motivation Theory as the path to analysis the current status of teachers with such posts, and to explore the influential factors and the impacts from Motivation Theory. This research used the tailored quantitative research questionnaire - “Empirical investigation questionnaire for Yilan County Public Junior High School teachers to hold concurrent administrative posts”, and based the investigation on a population of full time teachers from 23 Yilan County Public High School in 2016. Using purposive sampling, in total 605 questionnaires were given out, and 556 questionnaires were collected, within them 551 questionnaires were deemed valid. Combining the results from these various analysis (including: Statistical Analysis, Correlation Analysis, Itemize Analysis, Reliability Analysis, Validity Analysis, T Test, Analysis of variance, etc. ), the main conclusion is as follows: 一、The overall willingness from these teachers to concurrent administrative posts is at a medium level. 二、Different personal backgrounds of these teachers have apparent different opinions on the influential factors for teachers to hold concurrent administrative posts. （一）Apparent differences between the “personal incentive factor” for teachers with concurrent administrative posts and without. （二）Apparent differences between “school environment factor” for teachers with concurrent administrative posts and without. （三）Apparent differences between “self-actualizing factor” for teachers with concurrent administrative posts and without. （四）Apparent differences between “leadership style factor” for teachers with concurrent administrative posts and without. （五）Apparent differences between “organization climate factor” for teachers with concurrent administrative posts and without. （六）Apparent differences between “salary and benefit factor” for teachers with concurrent administrative posts and without. （七）Apparent differences between “organization operation factor” for teachers with concurrent administrative posts and without. 三、In terms of Motivation Theory’s impact on teachers holding concurrent administrative posts, the highest is “To reduce unnecessary visitation and evaluation”. Lastly, based on the above research conclusion, suggestions were provided to education administrative authorities, school authorities, Public Junior High School teachers, and future researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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