學校行政業務日趨龐雜，待遇福利缺乏誘因，讓許多正式教師不願兼任行政工作，代理教師成了兼任行政工作的重要人選。由於代理教師的身分及待遇與正式教師不同，當他們兼任行政職務時，會遇到更多重的困境。他們要如何運用成長心態因應這些困境？因此，本研究旨在探究新竹縣國中代理教師兼任行政職務時，其成長心態如何運作與對工作態度的影響。 研究者採用質性研究法，以立意取樣選取六位研究參與者，進行半結構性訪談，將訪談內容轉成逐字稿，對照研究問題，分析結果如下：一、代理教師最初兼任行政職務時，成長心態的運作會幫助自己將此困境當作自我成長及豐富人生經驗的機會。二、面對長官的不合理要求及組織不和諧的困境，成長心態會將此視為人際關係的技巧訓練，能幫助自己成長。三、在待遇、福利不公平的處境中，成長心態會正向看待，把握表現能力的機會。四、代理教師的最終目標在成為正式教師，成長心態會將兼任行政職務視為參加教甄時，個人教育工作履歷的重要紀錄。 本研究結論可給予教育主管機關建議，針對兼任行政職務的教師業務、待遇、福利等作適當調整，提高教師兼任行政職務的意願，減低由代理教師兼任行政職務的比率。研究結果並可提供代理教師參考，隨時保持成長心態有助於代理教師在邁向正式教師之路上得以披荊斬棘、奮力前進。 The administrative work is becoming more and more complicated, and there is little incentive in terms of benefits and welfare. Many formal teachers are reluctant to take part in administrative work, and the substitute teachers have become important candidates for concurrent administrative work. The purpose of this study is to explore the growth mindset of substitute teachers with administrative duties in junior high schools. This study adopts a qualitative research method. 6 junior high school substitute teachers are selected by purposeful sampling from Hsinchu County. Semi-structural interviews are applied for data collection. The findings are as follows:1. When the substitute teacher initially assumes an administrative position, the operation of a growing mindset will help him to take this dilemma as an opportunity to self-grow and enrich his life experience.2. Facing the irrational requirements from the higher-ups and organizational disharmony, growth mindset will help them to see dilemma as a skill training of interpersonal relationship.3. In a situation where the benefits and welfare are unfair, the growth mindset help them to see the positive side, and to grasp the opportunity for performance.4. The ultimate goal of substitute teachers is to become a formal teacher. Growth mindset will regard the concurrent administrative position as an important record of their personal work experiences when applying new jobs.Some suggestions are provided according to the findings.
