A Qualitative Research On The Role Pressure Of Concurrent Administrative Teachers

At present,due to the influence of specific context and organizational environment,the phenomenon of "double-shoulder-task" of teachers in primary and secondary schools in China is widespread.In particular,concurrent administrative teachers in middle management positions often accept the expectation of their dual roles of "teacher" and "manager" from different groups.The ambiguity,conflict and excessive expectation of dual roles make them exert role pressure in the process of role playing,which affects the healthy development of body and mind,and should be paid attention to by the academic circles.Looking up the literature,scholars' research on role stress involves not only theoretical research on the connotation and composition of role stress,but also empirical research on the actual patterns of role stress in different fields and objects.The research contents are gradually enriched and systematized,and the research tools are becoming more and more mature,which lays a good theoretical foundation for carrying out this research.However,the existing studies have paid little attention to the work pressure of concurrent administrative teachers in primary and secondary schools,especially the role pressure caused by dual role play,which has become the innovation and value of this study.According to the "role plot theory",in the organizational environment,role receivers are often faced with role expectations transmitted by different role senders,and the fuzziness,conflict and excess of different role expectations make individuals feel anxious in the process of role playing,which is role pressure.At the same time,in a closed-loop interaction process,organizational factors,personality characteristics and interpersonal relationships will affect the understanding of role expectations by role senders and role receivers,which makes the role pressures faced by different individuals show different characteristics.From this point of view,this study mainly starts from the threedimensional structure of role pressure,presents the reality of concurrent administrative teachers' role pressure,and understands the changing characteristics of individual role pressure,in order to fully understand the reality of concurrent administrative teachers' role pressure.At the same time,starting from the formation mechanism of role pressure,this paper explores the causes and influencing factors of concurrent administrative teachers' role pressure,and provides reference basis for relieving concurrent administrative teachers' role pressure.Combined with the research problem of "the reality of teachers' role stress",this research mainly adopts the qualitative research paradigm,aiming at listening to the real inner feelings of individuals by entering the researcher's world,and establishing "situational" and "intersubjectivity" meaning explanations for individual behaviors in deconstructing and reconstructing discourse materials.Therefore,this study mainly takes concurrent administrative teachers in C Middle School as research samples and carries out the "three-step" strategy: First,walk into the research site and participate in practical work.At the beginning of the new school,the researcher entered C Middle School as an intern,participated in completing the tasks assigned to the concurrent administrative teachers,and actively communicated with all the concurrent administrative teachers,listening to their inner feelings and aspirations,and forming an outline of concurrent administrative teachers' role stress prevention.Secondly,determine the research objects and conduct in-depth interviews.After getting familiar with the scene,the researcher selects the research object according to the research questions,focuses on observing in the work and life of the research object,and conducts in-depth interviews with the teachers who meet the research conditions with the self-made interview outline.Finally,collect and collate the data,analyze and present the results.When the interview data are saturated,the researchers triple-coded the data with the help of Nvivo.11,and built a concurrent administrative teacher role stress evolution model based on the stress interaction theory to enrich the research on role stress theory.Focusing on the research ideas of "What","Why" and "How",this study has the following findings: First,the pressure level of concurrent administrative teachers is generally too high,and mainly comes from the pressure of "manager" role playing.The reason is that concurrent administrative teachers are promoted from full-time teachers with outstanding professional ability,they seem to be comfortable in education and teaching,and face less pressure in teaching.On the contrary,due to the new contact with administrative affairs,concurrent administrative teachers need to constantly explore and learn,and face the pressure of "uncertainty".Second,concurrent administrative teachers' role pressure is concentrated in three aspects: role ambiguity,role conflict and role load,with role load as the main factor and role conflict as the second.Among them,role load includes excessive work "quantity" load brought by dual role practice and "quality" load which is difficult to cope with complicated work due to lack of self-ability.Role conflicts include both intra-role conflicts brought by the identities of "teacher" and "manager",and conflicts between two roles.Role ambiguity mainly includes job ambiguity brought by role itself and role expectation given ambiguity by the outside world.Third,concurrent administrative teachers' role pressure has different characteristics such as time,stage and situation.Among them,temporal characteristics mainly means that the role stress level and type of concurrent administrative teachers will vary with the length of service.Stage characteristics mainly mean that the psychological state of concurrent administrative teachers will change at different levels when they complete a specific task.Situational characteristics mainly mean that concurrent administrative teachers will face different degrees and types of role pressure in different situations.Forth,the influencing factors of concurrent administrative teachers' role pressure can be attributed to three aspects: society,organization and individual,and each factor interacts with each other to cause or alleviate the concurrent administrative teachers' role pressure.Among them,the social factors involve the change of the times environment,the professional characteristics of teachers and the selection and evaluation system.Organizational factors include organizational structure,leadership style and management system.Besides,Individual factors involve demographic variables and personality characteristics.Based on the research findings,this study puts forward the following suggestions:First,form a standard system and strengthen role standardization.That is to say,the government and schools should introduce corresponding suggestions to clarify the responsibilities of the concurrent administrative teachers,and formulate scientific and reasonable standards and systems for specialized selection,assessment and incentive,so as to make it clear that the concurrent administrative teachers can use the authority of the system to carry out their work better and facilitate the organization members to supervise and evaluate them.Secondly,implement human nature management and create a harmonious atmosphere.That is to say,the school should take "educating people through culture,gathering people through activities,leading people by example" as the train of thought,and create a comfortable working environment for concurrent administrative teachers by standardizing organizational structure,improving management mechanism,deepening cadre training,and strengthening up-and-down relations.Finally,deepen the understanding of roles and establish a good attitude.That is to say,individuals should be prepared ideologically,actively organize role learning,and make their behaviors conform to the role rights,obligations and behavioral norms,so as to realize the smooth transformation of dual roles.