Journal of Education and Psychology

This study aims at understanding the implications and influence on role conflict between teachers and part-time administrators at elementary schools, inquires into the differences in degree of role conflict between teachers and part-time administrators coming from different backgrounds and proposes some suggestions according to the result of the study in order that they may serve as a reference in the future for adoption and improvements on the system of part-time administrators at elementary schools.

Six hundred forty-one teachers with part-time administrators were chosen from public elementary schools in Taipei city as a sample for this survey and were given self-design "Role Conflict" questionnaires. In the analysis of this data, methods such as Factor Analysis, T test, and Analysis of Variance Procedure were used to analyse or generalize the related information and data. The conclusions the are :

First, about the current situation of role conflict.

The role conflict of teachers with part-time administrators at elementary schools is below moderate level. Among them, the role conflict of administrators is the highest while the role conflict of profession is the least. There are significant differences in the realm of role conflict among administrators, teachers, and society.

Second, about the relation between the background variable and role conflict.

The role conflict of unmarried male teachers with no children with part-time administrators is higher than married female teachers having children with part-time administrators. The role conflict of teachers below 30 years old is higher than for others. Teachers who less than five years as part-time administrators have higher role conflict of whole, society, and administrators. Teachers who have less than ten years as part-time administrators have higher role conflict of whole and society. Teachers who graduated from normal schools or junior normal colleges have higher conflict of whole, administrative role, and social role. Teachers in the office of general affairs and the office of students have higher conflict between administrative roles and professional roles. Also, the role conflict among teachers with part-time administrators from schools of different scale reveals no significant differences.

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