Publication:

臺中都會區國中體育教師角色衝突之研究

本研究主要的目的是在瞭解臺中都會區國中體育教師兼任職務對其教學上所造成的角色衝突及比較不同背景變項在兼任職務的期待、機會成長及困境上的差異情形；研究對象為臺中市都會區國中體育教師為主要對象。

本研究以問卷調查及深度訪談為主要的研究方法並利用描述性統計、獨立樣本t檢定及單因子變異數為主要研究工具，顯著水準為α=.05。問卷以自編之「臺中都會區國中體育教師角色衝突之研究問卷」為量表，內容包含：基本資料、兼任職務的期待、兼任職務所獲得的機會及成長、兼任職務困境量表四個部分；訪談經研究者逐字文稿整理，與問卷分析比對後呈現結果。

本研究之主要結論為：

一、臺中市都會區國中體育教師在兼任職務期待上，最期待的依序為：能學習處理行政事務的能力、能增進處理問題或突發狀況的能力、能學習更多指導學生及運動代表隊的能力；在實際兼任職務中較有感到獲得的機會及成長，依序為：較有機會建立人脈及拓展視野、較能提升與學生溝通及輔導相關知能、較能增進教學規劃及溝通能力；在教師兼任職務困境進行調查，結果發現都會區國中體育教師在不同兼任職務變項上達顯著差異水準，其它變項則未達顯著差異水準。

二、針對都會區國中體育教師角色衝突進行調查，結果發現都會區國中體育教師在不同性別、婚姻、擔任職務等變項上達顯著差異水準，其它變項則未達顯著差異水準。

三、針對都會區國中體育教師兼任職務期待進行調查，結果發現都會區國中體育教師在不同性別、婚姻及不同擔任職務上達顯著差異水準，其它變項則未達顯著差異水準。

四、臺中市都會區國中體育教師在兼任職務困境上，最感到的困境依序為：帶領學生外出競賽或參與會議而時常缺課的現象、擔任行政工作常感到行政業務與教學相關性不大、難以全心投入教學工作以致教學品質低落、因兼任職務身心疲累不堪以致影響教學準備。

The study aims to understand the role conflicts of the PE teachers in Taichung Metropolitan Area as being part-time administrative teachers, and to discuss the comparison of different background variables in their anticipations, opportunities and dilemmas of being part-time administrative teachers.

The research methods of the study are questionnaire and in-depth interview, and it is analyzed by using descriptive statistics, t-test, and one-way ANOVA. The questionnaire scale, “The Role Conflicts of the PE Teachers in Taichung Metropolitan Area”, is designed by the author. It includes the interviewee’s basic information, anticipations of being part-time administrative teachers, the opportunities and progress as being part-time administrative teachers. The in-depth interview is organized by the author in verbatim way. Then, the author compares the analysis of the questionnaire with the in-depth interview to suggest the conclusions of the study.

The major conclusions of the study are:

I.The PE teachers in Taichung Metropolitan Area anticipate

learning the ability of coping administrative affairs the most. The anticipations following next are improving the ability of dealing with sudden incidents and learning more strategies of coaching students and school teams. Besides, the teachers obtain more opportunities and progress of being part-time administrative teachers. The opportunities and progress that they obtain most is to improve their social connections and expand their horizons. The followings are to increase teachers’ competency of communicating and counseling with students and the ability of lesson planning and their communicative competence. Moreover, the discussion about the dilemmas those teachers faced: The result shows that different part-time administrative affair variable reaches the significance level, while other variables don’t.

II.The discussion that focusing on PE teachers’ role conflict:

The result indicates that it reaches the significance level on different gender, marriage status, and different job variables, but other variable don’t.

III.The discussion about the anticipations of being part-time administrative teachers: The result shows that it reaches the significance level on different gender, marriage status, and job variables, but other different variable don’t.

IV.The PE teachers in Taichung Metropolitan Area face

several dilemmas of being part-time administrative teachers. The most annoying factor is being absent frequently in class due to coaching school teams or attending meetings. Second, they think that part-time administrative jobs are non-related to their teaching. Third, it’s hard to focus on teaching wholeheartedly lead to low teaching quality. Last, teachers are too exhausted to prepare lessons well because of being part-time administrative teachers.