中小學教師專業進階制之現況研究

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題名:
中小學教師專業進階制之現況研究
著者: 嚴月伶; Yen, Yueh-ling
尹玫君; Mei-chun Yin; 教育學系課程與教學碩士班
主題: 教師進階制; 教師專業進階制; 教師評鑑; 教師專業發展評鑑; 教師職級制; Teacher Professional Develop Assess; Teacher Career Ladder System; Teacher Professional Career Ladder System; Teacher Assess
描述: 本研究旨在探究國內外教師專業進階制的意涵、實施現況、與中小學專任教師對該制度的態度與看法，以提供教師專業進階制規劃與實施上的建議。茲以文獻分析法，深入探究期刊、論文、與專書等來釐清教師專業進階制的意涵，並透過期刊、論文、專書、與國內外教育部網站等，彙整國內外教師專業進階制的實施現況與相關研究，結合前述文獻分析的結果，編擬研究工具—「台南縣市中小學教師對教師專業進階制之態度研究問卷」量表，經由問卷調查方式蒐集台南縣市中小學專任教師對教師專業進階制的態度量表資料，再於量表統計分析後臚列訪談大綱，並由半結構式訪談取得台南縣市中小學專任教師對教師專業進階制的看法資料，以歸納教師專業進階制的規劃與實施建議。本研究之結果如下：一、教師專業進階制的意涵1.教師專業進階制是指：「為教師規劃一系列的職業晉升等級、升遷方式、薪資級等與職階任務，使符合申請進階資格的教師，依據主管教育行政機關規定的專業進修標準，與校內成員共同擬定的專業表現規準，經由校內教師專業進階評審委員會審查通過，呈報校外主管教育機關核發證照，而確定職等並履行該階職務的法定歷程」。2.教師專業進階制築基於社會學的「教師生涯發展理論」、「階級層次論」、「科層體制論」、「結構功能論」、「衝突理論」、「批判理論」與心理學的「激勵保健理論」、「需求層次論」、「公平理論」、「期望理論」。二、國內外教師專業進階制的發展現況1.外國皆有相關法源或專責機構；2.有教師職前訓練規劃；3.職級介於三至五級間，英、美田納西州、澳、我國各級教師職務不同，法、日、中各級教師職務相同；4.具備前一職級的資格，方能申請晉級；5.評鑑項目大多包含專業教學、輔導管理、專業態度、與專業進修；6.審查單位大致分為校長獨審、校長與校外審查會共審、校內外審查會共審、以及校外審查會獨審四種類型；7.薪級多分四級；8.各級教師年薪計算的方式分為「年資級數分離式」與「年資級數並算式」；9.澳洲各級教師年薪均高於其國民所得，英國自第二級年薪高於其國民所得，我國與法國均自第三級起年薪高於其國民所得，而美國各級教師之年薪均未高於其國民所得；10.某薪級若包含愈多年限，則要晉升至下一薪級時所加的薪資便會愈多。三、教師專業進階制的相關研究發現1.教師對該制度的了解不夠；2.職級任務的規劃以分四級為佳，且校長可回任最高級教師；3.評鑑項目可分為專業資格審查與專業表現評鑑兩類；4.薪資待遇僅變更學術研究費，以不減少現有薪資為主；5.專業證照應由中央核發，證照上須載明教師之權利義務；6.可依研究、發展、與實施三進程研擬配套措施。四、專任教師對教師專業進階制之態度與看法1.在制度的整體知覺層面（1）專任教師對專業進階制的認同程度偏向中上程度（2）不同任教層級教師，在制度整體知覺層面的態度有顯著差異（3）不同職務教師在制度整體知覺層面的態度有顯著差異（4）教師最想了解該制度的內容分別是：「新舊制的銜接說明」、「晉級未通過之處理方式」、與「正式實施的方法」2.在制度的職級任務層面（1）不同服務年資教師，在職級任務規劃層面的態度有顯著差異（2）不同職務教師在職級任務規劃層面的態度有顯著差異3.在制度的審查系統層面（1）不同學歷教師在審查系統運作層面的態度有顯著差異（2）不同服務年資教師，在審查系統運作層面的態度有顯著差異（3）不同學校規模教師，在審查系統運作層面的態度有顯著差異（4）不同職務教師在審查系統運作層面的態度有著差異4.在制度的薪資待遇層面（1）不同服務年資教師，在薪資待遇配給層面的態度有顯著差異（2）不同學校規模教師，在薪資待遇配給層面的態度有顯著差異（3）不同職務教師在薪資待遇配給層面的態度有顯著差異5.在制度的專業證照與配套措施層面（1）不同學校規模教師，在專業證照與配套措施層面的態度有顯著差異（2）不同職務教師在專業證照與及配套措施層面的態度有顯著差異
The purpose of this research is to investigate what the Teacher Professional Career Ladder System mean, how it were put into practice in the world now, and what the primary and junior high school teachers’ attitude and opinions about it were, then to provide propositions to the system in planning and in putting into practice. The theories of the Teacher Professional Career Ladder System were clarify by analyzing periodicals, theses, and books. How the system were carried out and what resesrches were there were categorized by analyzing periodicals, theses, books, and the Ministry of Education in some countries of the world on line. Through above two ways, the tool of this study named “Questionnaire about the attitude of primary and junior high school teachers in Tainan county and Tainan city to the Teacher Professional Career Ladder System” were drawn up. After using the questionnaire to search to collect datas and enumerating the outline of interview after analyzing those datas, interviewing the primary and junior high school teachers in Tainan county and Tainan city half-structurally could be done. By comparing with above datas, the propositions that how the system would bring into practice were concluded.The main findings of this research were as follows：1.The meaning of the Teacher Professional Career Ladder System（1）The meaning of the Teacher Professional Career Ladder System is “A course to make sure teachers have to carry out their work by drawing up a series of plans about the profession classes, the way to promotion, and the salary classes for teachers whose qualifications are fitting in with the standards of teacher training made by the Ministry of Education and members in school, and who pass the Teacher Professional Career Ladder panels’ examine to get the license issued by the Ministry of Education.”（2）The Teacher Professional Career Ladder System is on the basis of sociological theory such as teacher career ladder theory, class-levels theory, bureaucracy theory, structural functionalism, conflict theory, critical theory, and psychological theory such as motivation-hygiene theory, need- hierarachy theory, equity theory, expectancy theory.2.How the Teacher Professional Career Ladder System are put into practice in the world now（1）Related law or organization；（2）Plan for teacher orientation training；（3）Three to five career ladders, different ladder teachers have different work in UK, USA, Australia, ROC, and different ladder teachers have the same work in France, Japan, Mainland China；（4）Teachers can apply for promotion if they have preceding qualifications；（5）Evaluation items are including specialized teaching, counselling and managing, specialized attitude, further education pursuing；（6）Examine organization is including four types, such as school principal examine by himself, school principal and examine association outside school examine together, examine association inside and outside school examine together, examine association outside school examine by themself；（7）Four salary classes are fine；（8）There are two ways to count teachers’ salary such as seniority-class count separately and seniority-class count together；（9）Teachers’ annual income is higher then GDP in Australia, higher then GDP since second salary class in UK, higher then GDP since second salary class in UK, higher then GDP since third salary class in ROC and France, but lower then GDP in USA；（10）The more years the salary class includes, the more salary increases.3. Related studies about the Teacher Professional Career Ladder System（1）Teacher know too less about the system；（2）Four career ladders are fine, and school principal can back be the highest class teacher；（3）Evaluation items are specialized qualifications verifying and specialized performance examining；（4）The salary in the system only change academic research fees, without reducing teachers’ salaries now；（5）Specialized licenses with teachers’ right and duty on schould be issued by the Ministry of Education；（6）Study to form a complete set such as researching, developing, and carrying out.4. Teachers’ attitude and opinions about the Teacher Professional Career Ladder System（1）About the whole sense of the systema.The degree which teachers agree this system was above the average.b.Teacher with different teaching layer has different attitude obviously.c.Teacher with different position has different attitude obviously.d.What teachers want to know most about the system are “the illustration of link in new-old system”, “how to deal with those teachers who failed in promotion ”,and “how to carry out formally”.（2）About the career ladder work of the systema.Teacher with different seniority has different attitude obviously.b.Teacher with different position has different attitude obviously.（3）About the examine system of the systema.Teacher with different record of formal schooling has different attitude obviously.b.Teacher with different seniority has different attitude obviously.c. Teacher with different school scale has different attitude obviously.d.Teacher with different position has different attitude obviously.（4）About the salary of the systema.Teacher with different seniority has different attitude obviously.b.Teacher with different school scale has different attitude obviously.c.Teacher with different position has different attitude obviously.（5）About the specialized license and complete set of the systema.Teacher with different school scale has different attitude obviously.b.Teacher with different position has different attitude obviously.
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建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2589
資源來源: NUTN IR

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中小學教師專業進階制之現況研究

嚴月伶; Yen, Yueh-ling 尹玫君; Mei-chun Yin; 教育學系課程與教學碩士班 2009

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