Abstract
The purpose of the study is to examine various conditions, which are recognized by teachers in the allocation of subject-specialized teachers at elementary schools, into five types of conflicts, in order to offer implications for the operation and allocation of the subject exclusive system henceforth. The study, therefore, categorized the actual allocation process experienced by subject-specialized teachers at elementary schools into five aspects the first is, understanding of students, the second, the ability to teach exclusive subjects, the third, a relationship with students, the fourth, workplace environment at schools, and the fifth, the continuity of subject specialist teachers. Conditions demonstrated in each category are classified into the types that occurred by individual and mutual roles demonstrated through in-depth, where keywords are selected by aspects to suggest conflict conditions. In order to operate the subject exclusive system more efficiently and to boost the effects of positive education, the workplace environment at schools need to be improved urgently, including a variety of training, program development, and financial support. The most vital requirement is to prepare groundwork through mutual understanding and collection of extensive opinions from field teachers based on a consensus that a school is an educational community. The study anticipates that the result could provide a foundation for the preparation of qualitative improvement and development measures for the subject exclusive system at elementary schools.