A Qualitative Case Study on the Avoidance of Administrative Teachers in Elementary School

Key Points

• This study aims to explore the phenomenon of avoidance of administrative teachers in elementary schools and organizational responses to mitigate this issue.
• Conducted a qualitative case study involving 14 administrative teachers and administrators from an elementary school implementing a rotation system.
• Analyzed factors contributing to the avoidance of administrative roles based on a hierarchical structure: work-related, systemic, and social influences.
• Investigated the perceived fairness and rationality behind implementing a rotation system for administrative roles.
• Identified that hierarchical factors influence the perception of administrative roles as 'undesirable tasks' due to workload, institutional environment, and social dynamics.
• Found that the rotation system is increasingly adopted as a response to perceived avoidance, emphasizing fairness and equity in role distribution.
• Highlighted three dimensions of fairness relevant to the rotation system: distributional fairness, procedural fairness, and interactional fairness.