本研究旨在探究國小教師兼任生教組長歷程中的動機來源、工作挑戰、角色轉化與留任意願，進而分析影響其續任該職務之關鍵因素。研究以平平國小四位曾任或現任生教組長之教師為對象，採取質性研究的深度訪談法，蒐集其兼任歷程中的實務經驗與主觀感受，並運用主題分析法進行資料整理與詮釋。
研究發現，教師初任生教組長的動機多來自責任感、組織期待、專業挑戰與職涯規劃等多重考量，顯示兼任行政並非完全被動，而是結合了個人心理與職業發展的主動選擇。然而在實務層面，教師普遍面臨行政負荷沉重、教學與行政角色混淆、缺乏專業知能與訓練、以及處理人際與親師溝通等多重挑戰。這些困境容易造成其角色錯置感與心理壓力，進而影響工作滿意度與續任意願。
儘管如此，多數教師展現出強韌的調適能力，透過時間管理、跨處室協作、向經驗者請益與情緒自我調節等策略逐步克服困境。在不斷回應行政挑戰的過程中，教師也逐漸發展出溝通協調、危機處理與制度引導等行政能力，實踐專業轉化與角色再建構，並於歷程中提升自我效能與教育使命感。
在留任意願方面，研究歸納出六項關鍵影響因素：行政負荷的調節、角色衝突的因應、專業知能的提升、人際支持的建立、上級領導的信任，以及組織文化的支撐。其中以組織支持與情緒承接機制、良好的同儕合作氛圍與明確職涯引導為正向動力，若欠缺上述資源，則可能導致教師情緒倦怠與選擇退離行政職務。
本研究建議，學校管理者應建立明確分工與支援制度，避免行政責任過度集中，並提供持續性的專業增能機會與彈性任務安排。教育主管機關亦應強化行政制度的合理性與補助配套，形塑友善的行政參與文化，方能穩定基層行政人力，促進教師專業成長與教育品質之提升。

This study aims to explore the motivations, challenges, role transformations, and retention intentions of elementary school teachers serving concurrently as directors of student affairs. It further analyzes the key factors influencing their willingness to continue in this administrative role. The research focused on four current or former directors of student affairs at Pingping Elementary School in Taoyuan City, Taiwan, employing qualitative in-depth interviews to collect their practical experiences and personal reflections. Thematic analysis was adopted to interpret and categorize the data.
Findings indicate that teachers’ initial motivations for taking on the role stemmed from a combination of responsibility, organizational expectations, professional challenges, and career planning—suggesting that administrative participation is not entirely passive but rather a deliberate decision integrating personal and professional aspirations. However, in practice, teachers commonly face multiple challenges such as heavy administrative workloads, blurred teaching and administrative roles, insufficient professional training, and pressure from interpersonal and parent-teacher communications. These issues often lead to role ambiguity and psychological stress, negatively affecting job satisfaction and retention willingness.
Despite these challenges, most teachers demonstrated resilience and adaptability by employing strategies such as time management, inter-departmental collaboration, seeking mentorship, and emotional regulation. Over time, they developed competencies in communication, crisis management, and policy implementation, achieving professional transformation and reconstructing their educational identity.
With regard to retention, six key influencing factors were identified: management of administrative workload, resolution of role conflict, enhancement of professional knowledge, establishment of interpersonal support, trust in leadership, and organizational cultural support. Positive retention was associated with organizational trust, emotional support systems, collegial collaboration, and clear career guidance. Conversely, a lack of such support often led to emotional exhaustion and withdrawal from administrative duties.
The study suggests that school administrators should establish clear task allocation and support systems to prevent overburdening individual teachers. Opportunities for continuous professional development and flexible task arrangements should be provided. In addition, education authorities should reinforce the fairness of administrative systems and offer adequate incentives, thereby fostering a supportive administrative culture that stabilizes frontline leadership, promotes professional growth, and enhances educational quality.