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

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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.

Qualitative case study explores school responses to avoidance of administrative roles, highlighting fairness measures.

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최효은 et al. (2026) studied this question.

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