• 作者： 郭丁熒
• 作者服務機構： 國立臺南師範學院初等教育學系
• 中文摘要： The coping ways and coping characteristics of role discrepancy of the elementary school teachers in Taiwan were studied. Three designs that contained survey, content analysis and latent class analysis were used in this study. Nine hundred thirty-eight subjects were surveyed using "The Inventory of Coping with Role Perception Discrepancy for Elementary School Teachers" which was developed by researcher, and the data of survey were statistically analysis of two computer software, SPSS and WINMIRA. The recording data for the interview of 18 subjects were analyzed by the method of content analysis. The findings of this study were as follows: (1) Four major coping patterns of role discrepancy of the elementary school teachers in Taiwan were "discrepancy solving", "defense/suppression", "avoidance/drag", and "rest/divert attention". (2) The "discrepancy solving" ways were the major (or overt) coping pattern used by elementary school teachers, whereas the coping ways of "defense/suppression", "avoidance/drag", "rest/divert attention" were the minor (or covert) coping patterns. (3) The minor (or covert) coping patterns were usually followed by the major (or overt) coping pattern. (4) Practical feature was found in the coping ways of role discrepancy of elementary school teachers in Taiwan. (5) Both the forbearance characteristic of Taiwanese and the compliance characteristic of teacher profession were found in the coping ways of role discrepancy of elementary school teachers in Taiwan. The recommendations for teachers' colleges, educational administration institutions and elementary school teachers were also suggested.
• 英文摘要： 本研究旨在探討臺灣小學教師面對角色知覺差距時之因應方式，以進一步瞭解小學教師文化之特徵。本研究包括調查、內容分析、及潛在類別分析三項設計。在第一部分的調查研究設計中，採古典測驗理論編製的「國民小學教師角色知覺差距因應方式量表」，針對臺灣九百三十八位小學教師進行調查，並以SPSSfor Windows 套裝軟體統計分析；在第二部分的研究設計中，則採內容分析法來分析十八位小學教師的訪談資料；第三部分研究設計係採潛在特質分析，將第一部分研究所獲得之原始資料，改以WINMIRA for Windows 套裝軟體來進行資料處理與分析。本研究結果發現：(1)小學教師面對角色知覺差距所採取之因應方式包括「解決差距」、「防衛／接受」、「逃避／推拖」、及「休息／轉移」四類。(2)「解決差距」是小學教師面對角色知覺差距最常採用且為外顯的因應方式。(3)小學教師在採取「防衛／接受」、「逃避／推拖」、「休息／轉移」等因應方式時，以次要（或內隱）因應類型出現較多。(4)小學教師採解決差距的因應來縮短角色知覺差距時相當具實務取向。(5)臺灣小學教師角色知覺差距之因應方式尚能反映國人特有忍耐或教師順應之特徵。最後，根據本研究發現與結論提出「調整小學教師都傾向保守消極之看法、肯定小學教師在解決角色差距上有相當的自主性」等四項建議。
• 中文關鍵字： elementary school, teacher role, role discrepancy and coping way
• 英文關鍵字： 小學，教師角色，角色差距，因應方式