ABSTRACT Utilising the occupational socialisation theoretical framework, this United Kingdom based case study explored how a secondary school physical education teacher fulfilled the head of year role and what childhood, university and on-the-job experiences influenced execution of this role. Data were collected from interviews, lesson observations and a self-reflective journal. Inductive data analysis and constant comparison identified that the participant attempted to be an ‘administrative finisher’ and ‘empower’ staff, parents and pupils. These aims were influenced by the de-prioritisation of physical education, a desire to retain control of administrative situations, and the influence of past and present teachers. To overcome the issues that the dual roles of head of year and subject teacher present, it is recommended that a ‘timetabled’ period at the beginning and/or end of the day be utilised for important head of year tasks, and greater formal responsibility is given to the assistant head of year. The findings of this study suggest further research possibilities. Firstly, there is a need to examine the influence of teaching other subjects whilst undertaking the head of year role. Secondly, investigating the impact of childhood and university socialisation upon teachers’ fulfilment of other pastoral and/or leadership roles such as head of department, deputy head or head teacher appears warranted.

中文翻译：

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影响中学体育教师担任教牧首长角色的因素

摘要 利用职业社会化理论框架，这项基于英国的案例研究探讨了中学体育教师如何担任班主任角色，以及童年、大学和在职经历对这一角色的执行有何影响。数据是从访谈、课程观察和自我反思的日记中收集的。归纳数据分析和不断比较确定参与者试图成为“行政终结者”和“授权”员工、家长和学生。这些目标受到了体育教育优先级降低、希望保持对行政情况的控制以及过去和现在教师的影响。克服年长和学科教师双重角色存在的问题，建议在一天的开始和/或结束时使用“时间表”时间段来执行重要的年度负责人任务，并将更大的正式责任赋予年度负责人。这项研究的结果表明了进一步研究的可能性。首先，有必要检查在担任学年负责人的同时教授其他科目的影响。其次，调查童年和大学社会化对教师履行其他教牧和/或领导角色（如系主任、副主任或校长）的影响似乎是有必要的。有必要检查在担任学年负责人的同时教授其他科目的影响。其次，调查童年和大学社会化对教师履行其他教牧和/或领导角色（如系主任、副主任或校长）的影响似乎是有必要的。有必要检查在担任学年负责人的同时教授其他科目的影响。其次，调查童年和大学社会化对教师履行其他教牧和/或领导角色（如系主任、副主任或校长）的影响似乎是有必要的。