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The research was conducted not only to investigate the current practices in the position assignments in the elementary schools of Taoyuan County, but also to reveal the teachers’ expectations of the position assignments in order to establish a proper position assignment system. The Questionnaire survey method was adopted in this study. The object of this research is the teachers of public elementary schools in Taoyuan County. “The Questionnaire of Position Assignments of Elementary school Teachers in Taoyuan County” were distributed to 948 teachers among 68 public elementary schools in Taoyuan County by stratified random sampling. The analytic methods including Percentage Analysis, Multiple Response Analysis, one way ANOVA, Cross-Tabulation, and Wilcoxon signed-rank test then were applied to further analysis. This study obtained the following conclusions 1. Most of the elementary schools in Taoyuan County conducted the position assignments during April and May ever year by administrative staffs initially. The preparatory position assignment then would be reviewed and approved through the school teaching conference, and the principal and office directors played the crucial roles in the procedure. The priority and mechanism of assigning positions between “administrative/teaching” and “normal teaching” are different. The assignment in “administrative/teaching” positions usually would obey the arrangements of office directors respectively. The assignment of “normal teaching” positions would follow the individual wishes mostly. 2. The factors including school location, school scale, and school history, and teachers with difference in gender, educational degree and teaching longevity have affected their perceptivity toward position assignment significantly. However, ages, marriage status, and current position didn’t make obvious difference. 3. The teachers would like to conduct the position assignment during April and May in public. The teachers would like to treat the teaching conference as the authority of the assignment, but the teachers should play the crucial role in the assignment mechanism. Both the “Administrative/teaching” and “normal teaching” positions should be assigned according to individual willing. 4. The factors including school scale, school history, and the difference in gender and position would affect the teachers’ expectations of the position assignments significantly. However, the factors of ages, marriage status, educational degree, and teaching longevity had less influence in the teachers’ expectations of position assignment. 5. Over all, there was a obvious gap between the teachers’expectations and realities in the position assignments. 6. The teachers with the characters of schools in township, schools over 73 classes, over 51 years old, 40 credits master program, teaching experience over 5 years, and part-time office directors are satisfied with the current situation. The conclusion of this research would be helpful to schools, teachers, and further research.
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