Exploring the Status and Factors of Primary School Teachers’ Willingness to Concurrently Take on Administrative Positions With a Mixed Model

DOI

10.2991/assehr.k.201128.032How to use a DOI?

Keywords

mixed model, WCTAP, external incentive, work value

Abstract

This study describes the current situation and factors of primary school teachers’ WCTAP (willingness to concurrently take on administrative position) through quantitative investigations and follow-up qualitative interviews, in order to understand their perception differences against different backgrounds, and explore the impacts on Key factors for WCTAP. The main findings are as follows: there are three key factors affecting teachers’ WCTAP: external incentives, role conflicts, and self-growth; The higher the external incentives provided by schools, the higher the values of teachers’ self-growth, and the greater their WCTAPs. The higher the role conflict, the lower the WCTAP. And, factors affecting teachers’ WCTAP are based on self-growth of work values, and the higher the self-growth of work values, the higher the WCTAP; Furthermore, welfare measures such as job additions and vacation allowances have the highest correlation between incentives and WCTAP, but it is generally considered insufficient to reflect the hard work of administrative affairs, only to be classified to compensation. The authors also found that the least attractive and the most difficult is to communicate and coordinate with people; the simplest affair is to deal with matters that do not require communication or interaction with people and practice.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wei-Chih Lu
AU  - Wen-Jui Huang
PY  - 2020
DA  - 2020/11/29
TI  - Exploring the Status and Factors of Primary School Teachers’ Willingness to Concurrently Take on Administrative Positions With a Mixed Model
BT  - Proceedings of the International Conference on Education Studies: Experience and Innovation (ICESEI 2020)
PB  - Atlantis Press
SP  - 181
EP  - 185
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201128.032
DO  - 10.2991/assehr.k.201128.032
ID  - Lu2020
ER  -