本研究透過自我決定論（Self-Dtermination Theory, SDT）來探討教師兼任行政工作（administrative workload）對外在調節（external regulation）與整合調節（integrated regulation）的影響，同時考慮資源（resource）以及情緒穩定性(emotional stability)的調節效果。最終的有效樣本數為103位臺灣現職教師。分析結果顯示教師較無法將維持學校校務運作的行政工作內容整合在教師的教學專業當中。此外，情緒穩定性偏低的教師，較無法將兼任行政工作的內容整合在教師專業的價值當中。本研究並進一步的對於提升教師接受兼任行政工作的意願以及學校分派與選用教師兼任行政職務時的考量進行建議及討論。

Drawing on the Self-Determination Theory (SDT) of motivation at work, this study examined the effects of administrative workload on external regulation and integrated regulation. I proposed that resource moderates the relationship between administrative workload and external regulation, while emotional stability moderates the relationship between administrative workload and integrated regulation. One hundred and three Taiwanese school teachers completed an online survey measuring administrative workload, resource, motivations and personalities. Results of the analyses indicated that most teachers have hard time appreciating the values of the efforts for maintaining schools’ functional administration. In addition, the results showed that emotional stability has moderating effect in the relationship between administrative workload and integrated regulation, suggesting that teachers with lower emotional stability have hard time integrating and identifying with the importance of administrative tasks and duties. I further discuss the practical implications of the findings to facilitate teacher’s willingness to accept the job and the consideration regarding personnel decision.

論文審定書 i
中文摘要 ii
Abstract iii
Table of Contents iv
List of Figures v
List of Tables vi
1. Introduction 1
2. Literature Review and Hypotheses Development 5
2.1 Administrative Duties for Teachers 5
2.2 Self-Determination Theory 7
2.3 Resource 9
2.4 Emotional Stability 10
2.5 Administrative Workload and External Regulation 10
2.6 Resource as a Moderator 11
2.7 Administrative Workload and Integrated Regulation 12
2.8 Emotional Stability as a Moderator 14
3. Method 16
3.1 Participants and Procedure 16
3.2 Measures 17
4. Results 20
5. Discussion 26
5.1 Contribution 26
5.2 Practical Implication 27
5.3 Limitation 29
6. References 32

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