[[abstract]]The research explores teachers’ roles in a changing society. It examines the administrative staff, teachers, and parents of Taiwan public elementary schools from “the teacher’s role-expectation” point of view, and analyzes three different groups of subjects. Findings of scholars Ching-Jiang Lin (1971) and Kuei-Hsi Chen (1975) were used. The research goals are: (1) Analyze the relation between social change, education reform and teacher’s role. (2) Discuss theories of role, teacher’s role, and teacher’s role-expectation. (3) Compare self-role expectations of teachers from different backgrounds. (4) Describe attitude of administrative staff with various backgrounds toward teacher’s role-expectations. (5) Study attitudes of parents with different backgrounds toward teacher’s role-expectations. (6)understand concept of three kinds of statuses toward teacher’s role-expectations. (7)Analyze changes of teacher’s roles in different times. (8) Propose feasible suggestions. This research first collects related thesis to discuss social change, education reform, and teacher’s role-expectation. Further, questionnaires were used to collect data, while the main research tool follows the works of Ching-Jiang Lin and Kuei-Hsi Chen. 1,605 school administrative staffs, teachers, and parents served as objects. A statistics application program, SAS, was used and results from the percentage analysis, the mean value analysis and one-way ANOVA concludes: (1) Teachers’ philosophy has changed due to social changes. (2) Teachers can adapt to campus power structures. (3) Students’ human rights makes physical punishment controversial (4) Results of the teacher career ladder system is two-fold. (5) Teachers are held to higher moral standards. (6) Education reform has affected curriculum and teaching approaches. (7) Teachers manage the class with democracy and care. (8) Campus democratic spirit affects the interaction between teacher and administration. (9) Teachers are important to the community. This research offers a few suggestions to elementary school teachers, schools, teachers’ colleges, the Ministry of Education and further researchers.
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