A Study of the Impacts of Concurrent Administrative Work on Senior and Vocational High School Teachers' Work and Family Conflict, and Job and Family Satisfaction: A Case Study in Taipei City
Date Issued
2012
Date
2012
Author(s)
Cheng, Ru-Huei
Abstract
This study aimed to investigate the impacts of concurrent administrative work on senior and vocational high school teachers’ work and family conflict, and job and family satisfaction. The participating teachers were, either from senior or vocational high school, 77 teachers with concurrent administrative work, and 69 teachers without. The major issues explored in the present study were (1) whether concurrent administrative work had a positive impact on teacher work and family conflict, (2) whether concurrent administrative work exerted a negative effect on job and family satisfaction, and (3) whether, with work and family conflict acting as an intervening variable, concurrent administrative work negatively impacted job and family satisfaction.
The questionnaires were either sent by mail or delivered personally by the researcher to the senior and vocational high school teachers involved. The major findings were as follows: (1) A regression analysis of the data collected revealed that concurrent administrative work exerted a positive effect on work and family conflict and that, with work and family conflict functioning as an intervening variable, concurrent administrative work negatively impacted job and family satisfaction. (2) It was suggested in the regression analysis of individual demographic characteristics that the teachers recruited with a college degree indicated more work and family conflict than those with a master’s or doctoral degree. In addition, the teachers under 40 experienced a significantly lower level of work and family conflict than those above 40.
Provided in terms of educational policy-making and administration are the suggestions that (1) caring leadership be better promoted to reduce teacher work stress, (2) teachers be encouraged to engage more actively in in-service training and professional development, (3) administration allowances be increased to enhance job satisfaction, (4) administrative job rotation be well planned and implemented to improve job and family satisfaction, (5) family care leaves and childbirth subsidies be granted more readily, (6) the social status of school administrators be increased to encourage teachers’ involvement with school administrative work, and (7) more interaction among different schools be encouraged so as to promote teamwork.
Subjects
concurrent administrative work
work-family conflict
job satisfaction
family satisfaction
Taipei municipal senior high school, Taipei municipal vocational high school
Type
thesis
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