本研究主要目的有五：一、釐清大學教師的角色與任務；二、探討教師資格審查制度在大學的定位與規準；三、剖析國外大學教師資格審查制度概況；四、探究國內大學教師資格審查制度現況；五、對大學及主管教育行政機關提供未來改進之建議。本研究採文獻分析（literature review）、文件分析（document analysis）及半結構式訪談（semistructured interview），期望能藉由對大學教師資格審查之理論面與實務面的分析來達到上述目的。 本研究重要發現有八： 一、大學的理念與功能的轉變影響大學生態與制度運作。 二、教師的角色與任務的改變影響教師資格審查制度之內涵。 三、學術自由與大學自主的理念有助於釐清政府、大學與教師之關係。 四、教育評鑑概念有利於探究教師資格審查制度的定位。 五、理想的教師資格審查制度至少包括自主性、適切性、精確性、效用性及回應性等五項規準。 六、主要國家或地區教師資格審查制度受其歷史、文化背景及高等教育環境不同而有差異。 七、從整體性角度來看我國大學教師資格審查制度仍有改進空間。例如政府在制度規劃層面的彈性仍嫌不足、學校在執行層面仍欠缺多元性及多樣性。 八、從校際角度來看大學因其背景因素如定位、設校理念、校務發展、特殊學風及競爭優勢等不同，在延聘教師及教師資格審查制度上有相當差異。 本研究之主要結論有： 一、 教師資格審查制度的理念分析方面 （一） 回歸大學主體性。 （二） 全面關照教師整體表現。 （三） 尊重大學內部事務運作。 （四） 建立多元評量及回饋機制。 （五） 教師資格之審查應符合理想的評鑑規準。 二、主要國家或地區教師資格審查制度所得到的啟示方面 （一）教師資格審查制度宜考量歷史文化因素。 （二）教師聘期規劃宜符合世界潮流。 （三）教師資格條件宜力求嚴謹。 （四）學術倫理及責任宜加速強化。 三、目前國內大學教師資格審查制度所面臨的整體性問題方面 （一） 政府與大學的關係宜再調整。 （二） 政府宜明確區隔大學、技術校院及專科學校的差異性。 （三） 大學內部教師評鑑制度及文化宜速建立。 （四） 大學外部衝擊應妥善因應。 四、目前國內大學教師資格審查制度在校際間之差異方面 （一）政府在制度規劃時應兼顧國、私立大學屬性差異。 （二）大學在執行層面應考量特色以創新思維突破限制。 本研究的建議如下： 一、對主管教育行政機關的建議 （一） 政府應持續調整對大學的角色並加速鬆綁。 （二） 政府應區分大學校院與技專校院送審機制，取消發放教師證書制度。 二、對一般大學校院的建議 （一） 大學應儘速建立完整的教師評鑑制度。 （二） 大學應儘速發展學術自律及倫理規範。 （三） 大學應加強學校定位與選聘教師的連結以建立特色。 （四） 大學應活化並創新教師資格審查機制。 / There are five main purposes in this dissertation: 1.to clarify the roles and tasks of faculty of universities; 2.to investigate the principles and standards of the faculty qualification assessment process in the universities; 3.to examine the assessment process in other countries; 4.to analyze the current situations of the assessment process in Taiwan; 5.to provide suggestions for future improvement to the universities and the Ministry of Education. This research contains literature review, document analysis, and semi-structured interviews in order to achieve the five aims mentioned above through both theoretical and practical analysis of the assessment process for faculty qualification. The important research findings include the following: 1.The change of concepts and functions of university has influenced the school culture and the way the system operates. 2.The change of faculty roles and tasks has affected the substance of the faculty qualification assessment process. 3.The ideas of academic freedom and university autonomy have helped to clarify the relations among the government, the university and the faculty. 4.The concept of educational evaluation contributes to the investigation of right position for the faculty qualification assessment process. 5.The ideal faculty qualification assessment process should carry at least five standards: independence, propriety, accuracy, effectiveness, and responsiveness standards. 6.The faculty qualification assessment processes in the main countries and areas are different because of their histories, cultures, and environment of higher education. 7.From a comprehensive perspective, the faculty qualification assessment process in Taiwan still need to improve. For instance, the government is not flexible enough in terms of the planning of systems; the school lacks of variety and diversity in terms of implications. 8.Analyzing the recruitment processes and the faculty qualification assessment processes in various universities, the differences are determined by some background factors such as the school's position, educational ideas, development of school affairs, school culture and style, competition advantages, etc. The main conclusions of this dissertation are as follows: 1.Analyzed from the concepts of the faculty qualification assessment process: （1）Return to the autonomy of the university. （2）Take the comprehensive performance of the faculty into account. （3）Respect the operations of affairs inside the university. （4）Build a system of varied evaluations and feedbacks. （5）The assessment of the faculty qualification must accord with proper standards of evaluation. 2.Analyzed from the faculty qualification assessment processes in other countries: （1）The faculty qualification assessment process should consider the factors of history and culture. （2）The regulations for the terms of the faculty should keep with the world stream. （3）The qualification of the faculty should be well-regulated and strict. （4）The ethics and responsibilities of scholarship should be enforced faster. 3.The general problems of the faculty qualification assessment process in Taiwan: （1）The relation between the government and the university needs to readjust. （2）The government should make clear the differences between universities, colleges of technology, and vocational junior colleges. （3）Universities should accelerate to build the teacher evaluation system inside the school. （4）Universities should react properly to strikes from outside the school. 4.The differences of the faculty qualification assessment process between schools: （1）As setting the regulations, the government should consider the basic differences between national and private universities. （2）As implementing the process, each university should consider its specialty and style so as to be creative and not confined. The suggestions this research makes include: 1.Suggestions to the Ministry of Education: （1）The government should keep adjusting the role it plays in relation to the university and accelerate to pass its power to the later. （2）The government should differentiate the assessment process for universities' teachers from the one for vocational colleges' teachers and abolish the teacher certificate system. 2.Suggestions to the universities: （1）Universities should create a complete procedure for evaluating their faculty. （2）Universities should develop the self-disciplines and ethics of scholarship. （3）Universities should make more efforts on connecting the school specialties to teacher recruitment in order to create their own reputations. （4）Universities should vitalize and recreate the process of the faculty qualification assessment.

本文在探討教師之倫理規範及懲戒制度，首從教師本質談起，研究教師法律地位及權利義務，並從實務案例歸納不適任教師之定義，進而分析比較國內外教師倫理規範，最末，探討教師責任、懲處及救濟制度。內容涵括：1.教師之本質：從教師職業之演變瞭解教師專業化之歷程，並探討教師之法律地位，瞭解教師身分是否為勞工或公務員；進而從學理及實務面向探討教師與學校之法律關係，最末，探討教師之權利與義務。2.教師適任性：除比較國內外教師資格取得方式及從法令規範探討不適任教師類型外，進而從實務案例探究我國不適任教師認定標準，以行為不檢有損師道及教學不力或不能勝任工作為主要類型；最末討論教師評鑑制度及現況。3.教師倫理：探討教師專業倫理之意涵，並瞭解各國教師倫理守則及我國教師倫理規範之現況，繼而分析比較及提出我國教師倫理之未來方向。4.教師懲處與責任：探討教師懲處之事由、程序及停聘、解聘、不續聘種類及性質，再從教師行為探究刑事責任、民事責任及行政責任。5.教師職業之權利救濟：探討申訴、訴願、行政訴訟等救濟制度之關係，並提出改革建議。

教育工作是百年樹人大業，一連串教育改革的行動方興未艾持續進行著，師資培育方式的改弦更張，國小教師聘任制度的推動，都是教育改革的一環，擔負基礎教育責任之國民小學教師師資之培育、進用方式等攸關教改的成敗。聘任制的精神在於賦與學校自主人事權，由學校任用符合需要的老師，與以往派任制方式大相逕庭。本研究旨在了解我國國小教師聘任制度的現況及實施成效，藉以提出具體建議，作為研議改進現行國小教師聘任制度的參考。 本研究首先對聘任制度的理論與實務進行文獻探討，再進行深度訪談，並佐以參與觀察等研究方法，依據文獻探討與深度訪談意見及參與觀察所得，作為研究架構及依據。 綜合深度訪談及參與觀察結果，本研究主要發現如下： 一、聘任制度人事權由學校自主之立意仍受肯定，有其積極正面功能。 二、終止聘任的規範未完全發揮效果 三、學校放棄人事自主權跡象 四、現行聘任制兼具有派任制時代精神。 五、教評委員欠缺法學素養，讓身為教評委員者對於聘任案的處理都戒慎恐懼。 六、教評會組織設計之各類代表比例應趨於均衡。 七、教師會是教師團體，會影響教評委員決定，干預教評會運作。 八、甄選之紅包文化並未完全杜絕，紅包文化因地區特質差異存在部分地區及學校。 九、不適任教師終止聘期的難題未解決前，無法真正落實淘汰機制，聘期審查流於形式。 十、校長係教評會當然委員且是主席，應掌握聘任最後決定權。 十一、教評會的團體合議方式，確能減輕人事任用上的壓力。 十二、省市介聘審查之「不同意聘任」，適用規範不適任教師之教師法第十四條，介聘審查流於形式。 十三、.家長會代表參與學校人事任用決策之成熟度，應加強。 十四、多元師資素質較以往提升，更彈性、多元、活潑，個人自主性較高，缺乏校園倫理觀念。 十五、聘任制度之實施，學校自主程度並非完整，聘任經費之支應及人力資源投入程度較之派任制時代耗費更多。 依據上述研究發現提出下列具體建議： 一、修正整合教評會設置相關規定暨教師成績考核辦法 二、統一訂定教師甄選相關標準，輔導學校辦理甄選事宜 三、統一訂定學校超額介聘準則，刪除教師法中各類代表比例限制。 四、辦理聘任相關法令及實務運作研習，提升教評委員法令知能 五、設置學校教評會及教育局教評會二級教評會並實施教師分級。 六、應重視甄選過程與結果公平性 七、強化教評會的組織 八、激發教師參與學校事務 九、師培機構師資養成教育中，應加強學生品德教育的陶冶。

本研究旨在探討臺北市立高級中學教師組織運作成效。其中教師組織主要是指「學校教師會」，運作成效則包含「強化組織運作」、「促進校園民主」、「提升教師專業」等三個層面；並分析「強化組織運作」、「促進校園民主」與「提升教師專業」三層面間的相關程度；進而利用開放問卷了解學校教師對未來教師組織發展的期待與展望。 研究採問卷調查法，對象為臺北市立高級中學編制內正式教師，問卷共寄出400份，回收326份，回收率81.5％，剔除無效問卷25份，尚餘有效問卷共301份。在統計上採用次數分配、平均數、標準差、t考驗、單因子變異數分析與積差相關，並就單因子變異數分析呈現差異者再以薛費法或LSD法來進行事後比較。最後根據文獻探討、問卷調查與開放問卷結果，歸納結論如下： 一、「學校教師會運作成效」屬中高程度，「強化組織運作」、「促進校園民主」層面屬高程度，「提升教師專業」層面屬中高程度。 二、各背景變項對「學校教師會運作成效」，在高中校史較短與較悠久、男性、任教年資較淺、曾兼任學校行政職務教師高於一般教師。 三、各背景變項對「強化組織運作」層面運作成效，在任教年資較淺、曾兼任學校行政職務教師高於一般教師。 四、各背景變項對「促進校園民主」層面運作成效，在高中校史較短、男性、任教年資較淺、曾兼任學校行政職務教師高於一般教師。 五、各背景變項對「提升教師專業」層面運作成效，在普通高中、高中校史悠久、任教年資較淺、曾兼任學校行政職務教師高於一般教師。 六、「強化組織運作」、「促進校園民主」與「提升教師專業」三層面間達相關性顯著且為高度正相關，各面向間亦達相關性顯著且為高度或中度正相關。 七、高中教師期待未來教師組織能參與教育政策制定、強化教師組織運作、提升教師專業素養，在不影響學生受教權的前提下，積極爭取教師權益。 最後，根據上述研究結論提出建議，供學校教師組織及其他研究者參考。 關鍵詞：學校教師會、教師工會、教師組織運作成效 / The purpose of this study is to investigate the operational effectiveness of high school teachers organizations in Taipei. The teachers organizations mainly refer to Teachers Associations at high schools across the city, operational effectiveness includes three aspects: strengthen organization operations, promote campus democracy and enhance teachers' profession,by analyzing the relationships between these aspects, and the author tries to understand what teachers are thinking through open questionaire about the future development of teachers associations. 400 copies of the questionnaire were sent to high school teachers in Taipei , 326 were returned, the recovery rate was 81.5%, including 25 invalid questionnaires returned. The statistics methods we used include: mean, standard deviation, T-test, one-way ANOVA, Pearson correlations. If one-way ANOVA showed significant differences between data, Scheffe method or LSD was applied for furthur comparisons. Finally, the major results were summarized as follows: 1."The operational effectiveness of the teachers association at high schools" was scored medium to high. "Strengthen organization operation", "promote campus democracy" was scored high, and "enhance teachers' profession" was scored medium to high. 2.Teachers who are younger/male/have administrative experiences, or teach in a younger school scores higher than other teachers in "The operational effectiveness of the teachers association at high schools". 3.Teachers who are younger/have administrative experiences scores higher than other teachers in "strengthen organization operations". 4.Teachers who are younger/male/have administrative experiences, or teach in a younger school scores higher than other teachers in "promote campus democracy". 5.Teachers who are younger/have administrative experiences, or teach in a older school or in a normal high school as opposed to vocational schools scores higher than other teachers in "enhancing teachers' profession". 6."Strengthen organization operation", "promote campus democracy" and "enhance teachers' profession" are highly correlated to one another positively. 7.High school teachers are expecting that in the future teachers organizations can participate in the formulation of education policy, strengthen the operation of teachers associations, help enhance the professional skills of teachers, and actively fight for the interests of teachers while not affecting students' right to learn. Finally, we made some recommendations for teachers associations across the city and other researchers for reference, based on the above research findings. Keywords: teachers associations, teachers unions, operational effectiveness

本研究旨在探討學校教師會的定位，分析公立高中職學校教師會之組織結構及影響中部四縣市公立高中職運作之情形，以了解高中職學校教師會現況及問題，並希冀對於公立高中職教師會之運作提出相關的建議，得以提供教師會、學校、教師與行政機關在面對教師會之運作上的相關建議。 研究的實施主要分為兩個階段，在相關文獻探討之後，針對教師會的各項運作問題進行問卷編擬，經學者專家之修正，編製學校教師會運作情形問卷。透過實際調查分析，抽取中部四縣市27所公立高中職學校教師，共寄發590份問卷，回收450份，回收率為76.3%，剔除無效問卷17份，有效問卷共433份，回收有效問卷比率為73.3%。所得結果採卡方考驗、T考驗、單因子變異數分析、事後比較等統計方法進行相關考驗。第二階段則以問卷調查之結果進一步分析，就各項問題擬定訪談大綱進行訪談與探討，並就其各項研究發現提出相關的結論與建議。 綜合本研究之研究發現、結果分析與討論，歸納出下列結論： 一、教師對於學校教師會之成立目的主要是為了促進教師專業成長、爭取專業自主的空間、爭取及保障教師權益與增加參與學校決策的機會。 二、高職教師較高中教師對學校教師會定位中教師團體的運作較為積極。 三、高中教師比高職教師對學校教師會功能之「會員聯誼」因素上認同度較高。而學校規模較大之教師在「會員聯誼」因素上認同度也較高。 四、高中教師與規模較大的學校教師在學校教師會運作之「內部運作」及上認同度較高。另外高中教師在「專業素養」的認同度上亦較高。 五、性別、職務、年資及畢業學校等背景變項在對「學校教師會運作情形」的看法方面並無顯著差異。 六、高中教師在「行政參與和改進」因素上認同度較高。 七、在服務學校、性別、職務、服務年資、畢業學校、學校規模及在教師會中職務背景變項上則對「學校教師會成立後對學校運作影響」上沒有顯著差異。 根據研究發現與結論，本研究提出一些有關公立高中職教師會運作實施與未來研究的相關建議，以供實務工作與研究者參考。 關鍵詞: 教師會、公立高中 / The purpose of this study was to explore the roles, organizational structure, states of arts, and difficulties in relation to Association of Senior High School Teachers in central part of Taiwan. Within this structure, researcher investigated the reasons that influenced public school operational status. Several recommendations would be proposed as a reference for Association of Teachers, school, teacher and educational administration sectors. The study was proceeding with two stages. At first stages, researcher made a literature review made and the four-point Likert-type scale was utilized. Each survey requested demographic information to include the respondent’s gender, age, degree earned, current position, scale of school and questions regarding personal opinions. 27 School were chosen randomly and 590 questionnaires were sent. 433 questionnaires were collected and all the data was analyzed by statistical method such as chi-square method, t-test, one-way ANOVA, scheffé method. With the preliminary result, an interview was conducted with outline so as to know more about the state of the arts of school association. The following conclusions are drawn form research findings: 1. Most teachers thought that the main purposes of establishing Association of School Teachers were to promote professional growth of teachers, to fight for professional freedom and privilege of teachers, and to get more chance of participating in school decision making. 2. The teachers in vocational senior high schools were more active in operation of teacher groups than those in general senior high school. 3. The teachers in general senior high schools met more approval for the factor of members’ social function than those in vocational senior high schools. The teachers in larger schools gave more approval for the factor of members’ social function, too. 4. The teachers in general senior high schools and larger schools gave more approval for inner operation of Association of School Teachers. Besides, the teachers in general senior high schools gave more approval for the profession of the associations. 5. There was no significant difference among teachers with different genders, positions, working years, and final diplomas in the opinion of operation of Association of School Teachers. 6. The teachers in general senior high schools gave more approval for administrative participation and improvement. 7. There was no significant difference among teachers with different service schools, genders, positions, working years, final diplomas and school scales in the opinion of the influence on school operation after the association was established. Based on the finding, several recommendations are made for future implement. Key word: association of teacher, public senior high school

本研究採用質性研究方法，選擇榮獲全國創新教學卓越銀質獎的北市國中老師為個案研究對象。研究者認為創意教學本身即有神奇的魅力，若再對創意教師採取近距離的觀察與研究，或可探尋到美麗不凡的生命故事，領略他們背後那深刻珍貴的人生經驗與智慧，所以試圖以傾聽、閱讀及說寫故事的情懷，為一個富有創造力的生命，剪出最為亮麗動人的身影。研究目的分為一、探討創意教師的成長過程與背景。二、分析創意教師的人格特質。三、描述並研討創意教師的創意教學行為表現與創造歷程。 四、討論創意教師的困境及因應之道。首先透過各種蒐集的訪談與觀察資料，敘寫研究對象曾經輕狂且精采的生命成長故事，接著，分析並討論故事中蘊藏的創意元素，以明瞭研究對象成就的創造力知能，而後研究者作出研究結論，包括成長發展的背景與環境、人格特質、創意表現（內含創意來源、教學信念、內在動機、創意的表現）、困境與因應之道（含推動資訊融入教學的面臨的問題、升學主義的挾制、創意個人vs.團隊）四大部分，最後，分別以志於培育創意人才的父母、志於培育創意人才的教師、志於成為創意教師的教師、守舊的教師、學校行政人員與教育當局為建議對象，提出粗淺的研究建言，供相關單位參考，為國內的創造力教學略盡棉薄之力。 / This research adopts the qualitative research method, and chooses a teacher who wins the Silver Prize of the National Outstanding Creative Teaching as my study’s object. I think creative teaching itself has miraculous attraction. By taking a closer interview and observation of the creative teacher, We may dig out the research stuff from beautiful life stories accompanied with precious experience and high intelligence. The contents of my interview are as follow: 1. the growing process and background of the creative teacher. 2. the personal characteristics of the creative teacher. 3. the performance and creation process of the creative teacher. 4. the problems and their solutions that the creative teacher has encountered. After analyzing the creativity elements through interview and observation of the creative teacher, there are four conclusions to be drawn as follow: 1. the essential growing process and background of a creative teacher. 2. the required personal characteristics of a creative teacher. 3. the vital performance of a creative teacher (include the source of creativity, teaching conviction, inner motive, creativity). 4. the problems and their solutions that a creative teacher may face (include the integration of computer and teaching, the constraints on entering the senior high school, the creativity in personal vs. Team). In the end , I hope the suggestion of my research will make contribution to the creativity teaching ,especially , to those parents and teachers who want to bring up a creative child, those teachers who want to become creative teachers, the school staffs and education authorities.

本論文透過敘事探究的方式，探討一位補教業英文老師之身份認知與建構。經由半 結構訪談、分析此教師社群網站發表之文章，以及筆者之研究筆記，本論文意圖呈現補教英語老師之身份認知與建構，是一段持續掙扎、探索進而取得認同(recognition)的過程。 經由分析、探討此個案的人生經驗與自我敘述後，本研究發現，教師遭逢之人、事、物，以及言談敘述背後所隱含的思維與價值，皆影響教師之自我身份認知與建構。教師在教學歷程中，往往具有多重的身分認同選項(不論此選項是教師堅信或是外在加諸)，這些身分認同的差異選項可能相互牴觸，並由於自身內部之認知與外部價值思維的衝突，進而引發一連串的「不被認同」(misrecognition and misacknowledgment)。本研究呈現出過去英語師資培育之相關研究往往忽略教師個人身分認同選項的現象，因此，如何敘述、協調個人的身分認同選項與衝突，並應用於英語師資的培養與自我調適，是本論文著眼 之處。 透過本論文之研究，亦希望提供英語師資培育課程不同的視野。第一，相關課程如 何透過介紹不同言談思維價值，使教師能夠適當運用多種身分認同選項；第二 ，如何 將敘事概念融入相關課程，協助教師解讀其教學中遭遇之人、事、物之關係與衝突，並 進一步思考對教師本身之影響。

本研究主旨在探討教師在不同層級的兒童英語教室所具有語言的特徵。文中從二個角度來分析教師語言：句法及言談功能。藉著分析教師語言的形式及功能，期能暸解教師語言的內涵，幫助學生語言學習。 有三位兒童英語老師及三個不同層級的班級參與本研究,分別為初級，中級及高級。每位教師分別接受四節課之錄音，每一個層級選擇錄音最清晰的二節課予以轉成文字稿。經仔細檢視文稿後，每一層級選擇十五分鐘之語料做分析比較。以二項句法特徵及十一項言談功能來分析，記出其頻率，算出百分比及相關的統計方法。本研究的主要發現如下： (1) 教師語言平均語句的長度隨著層級愈高而增加。教師在初級的兒童 英語教室之平均句長為2.95，在中級教室為3.47，在高級教室為4.53。此顯示，教師隨著學生程度的增加而調整其語句長度。 (2) 教師語言的語法正確率在三個層級都很高。教師在初級教室的語法正確率最高為99.52%，其次為中級教室96.20%，最低為高級教室為94.21%。此顯示，教師給予學生相當正確的語言輸入(Input)。 (3) 教師語言的言談功能隨著層級的增加而不同。在十一項言談功能中，初級教室教師最常用的是練習(Drill)，中級教室教師最常用的功能是講解(Informative)，而高級教室教師用的最多的是發問(Elicitation)。 本研究亦提據結果提供以下的教學建議：教師應依學生程度的不同，調整其言談功能，同時教師需提供學生更多語言溝通的機會，培養學生語言溝通的能力。 / This study aims to investigate the characteristics of teacher talk in child EFL classrooms of different levels. Teacher talk is analyzed from two perspectives：syntactic and discourse. Three child language teachers and three classes of different levels participate in this study: the elementary, intermediate and advanced levels. Four units of each level are recorded. After initial screening, two units of each level are transcribed on the basis of intelligibility. By careful examination, only a portion lasting about ten to fifteen minutes at each level is selected for data analysis. Two formal characteristics--MLU (mean length of utterance) and grammaticality--are measured in syntactic analysis; and in discourse analysis, the function of teacher talk is analyzed. For syntactic analysis, teachers' MLU is counted; the grammaticality of teachers’speech is measured in the proportion of correct utterances to the total amount of utterances. For discourse analysis, teachers’utterances are categorized according to a discourse model adopted from Tsui (1985). Three major findings are found in this study. Firstly, teachers’ MLU increases as students’ proficiency increases. Teacher’ MLU at the elementary level is 2.95, at the intermediate level 3.47 and at the advanced level 4.53. It shows that teachers adjust their length of utterances to the proficiency level of students. Secondly, the grammaticality of teachers’ speech is very high in all the three classrooms. The grammaticality is 99.52% at the elementary level, 96.20% at the intermediate level and 94.21% at the advanced level. It shows that teachers provide students a very correct target language input. Thirdly, the functions of teacher talk are different at different levels. Among eleven functions, teachers use the function “Drill” most frequently in the elementary classroom, “Informative” in the intermediate classroom and“ Elicitation” in the advanced classroom. Two factors may be attributed as the cause the differences of teachers’ functions：the learners’ stage of development and the teaching method. Pedagogical implications are suggested according to the findings. Teachers are suggested to speak in such a way as to provide students with opportunities to speak in the target language if the purpose of teaching is to develop communicative ability.

國立政治大學教育學系九十一年度碩士論文摘要 論文名稱：新竹縣市國民中學教師評鑑指標建構之研究 指導教授：湯志民博士研究生：彭春蘭 本研究旨在探討國民中學教師評鑑理念內涵、理論基礎，了解新竹縣市教育人員對指標看法的差異，以建構新竹縣市國民中學教師評鑑指標。 本研究以新竹縣市地區公立國民中學教育人員，包括校長、主任、組長、教師等為母群體， 以「新竹縣市國民中學教師評鑑指標調查問卷」為工具，以簡單隨機抽樣方式，對新竹縣市國中教育人員，抽取樣本893份，進行問卷調查。問卷資料採T考驗（T-Test）、單因子變異數分析（one-way ANOVA）、多因子變異數分析及雪費事後比較（Scheffe' Posterior Comparisons）分析等方法。獲得重要結論與具體建議如下。 壹、重要結論 一、獲致「國民中學教師評鑑」重要理念與內涵。 二、國民中學教師評鑑的理論基礎包括「動機理論」、「學習型組織理論」、「績效責任理論」與「生涯發展理論」。 三、新竹縣市國民中學不同「性別」與不同「組織參與」教育工作人員對整體指標體系看法沒有顯著差異。 四、新竹縣市國民中學不同任教「地區」教育人員在「學生輔導」、「教學設計」及「專業態度」層面上有顯著性差異。 五、新竹縣市國民中學不同「學歷」教育人員在「學生輔導」及「教學實施」層面上有顯著差異。 六、新竹縣市國民中學不同服務「年資」教育人員在「教學設計」、「專業態度」層面有顯著差異。 七、新竹縣市國民中學任教不同學校「規模」教育人員在「專業態度」層面上有顯著差異。 八、新竹縣市國民中學不同「職務」的教育人員在「學生輔導」、「教學設計」、「專業態度」層面指標有顯著差異。 九、新竹縣市不同類別教育人員對「新竹縣市國民中學教師評鑑指標」層面之間看法部分有差異。 十、新竹縣市國民中學教師評鑑指標包括「學生輔導」、「教學設計」、 「專業態度」及「教學實施」等四個層面，共計四十六個指標內容。 貳、研究建議 本研究依據文獻探討與問卷調查統計分析之研究結論，提出教師評鑑指標應用與教師評鑑相關研究建議如下： 一、評鑑指標體系可做為國民中學教師平日工作自我檢核的依據。 二、評鑑指標體系可做為國中教師年終工作績效考核應用。 三、評鑑指標體系的應用需考量不同類別教師的觀點。 四、評鑑指標體系可作為建立學校本位評鑑計畫依據。 五、評鑑指標體系可作為師資師資培訓機構與教師在職進修課程設計的參酌。 六、重視國民中學教師在「學生輔導」與「教學實施」層面指標內容的工作支持與知識能力需求。 七、培養國中教育人員專業研究、學習分享、團隊工作及社區參與的觀念與行動。 八、加強國民中學教師評鑑制度研究。 九、加強國民中學教師評鑑制度研究 十、繼續國民中學教師評鑑指標的研究。 關鍵詞：新竹縣市、國民中學教師、教師評鑑指標。 / 【abstract】This research aims to study the connotation and basic theory about junior high school teacher evaluation.and to try to understand Hsinchu district teachers' different opinions on indexes system.Acorrding to the research material,we try to set up“Hsinchu's junior high school teacher evaluated indexes.” The members of this research is to rest on Hinchu district public junior high school education members ,including principal、managers and teachers as mother body,simple draw 894 copies of questionnaire to be the investigation samples in total. This research uses “ a research questionnaire for hsinchu jumior high school teacher evaluated indexes“ as a tool.T－test,One way ANNOVA ,MANNOVA、Scheffe' Posterior Comparisons and Pearson correlation are used to analyze the information getting from the above mentioned tools. Important conclusions are obtained as follows： 1. This research has gotton the important conceptions and connotations on the evaluation system of junior high school teachers. 2. The basic theories of junior high school teacher evaluation include： motive theory ,learning organization theory,accountability theory and career development theory. 3. The participating teachers from different sex and different organization show the some views on evaluation indexes. 4. The teachers from different district show different views on some indexes about student counselling ,instruction designing and professional attitude items. 5. The teachers from different academic background show differenf views on some indexs about student counselling and instruction practicing items. 6. The teachers from different service years show differenf views on some indexs about instruction designing and professional attitude items. 7.The teachers from different school scale show differenf views on some indexes about professional attitude item. 8.The teachers from different funtion of office show differenf views on some I indexes about student counselling,instruction designing and professional attitude items. 9.The teacher in different background elements still exist some different views on the evaluation indexes. 10.There are 4 items and 46 indexes in Hsinchu district’s junior high school teacher evaluation index system which includes“student counselling”、“instruction design”、“professional attitude” and“instruction practicing”. According to above conclusions，some suggestions are give as follows： 1. The evaluation indexes system can be applied as the base of self-daily check of junior high school. 2. The evaluation indexes system can be utilized as The evaluation indexes system can bethe junior high school teachers' annual assessment. 3. The application of evaluation indexes system must consider the viewpoints from different categories of teachers. 4. The evaluation indexes system can be used as the foundation of school-based evaluation plan. 5. The evaluation indexes system can be applied as the reference of teacher foster organization and on-job training curriculum design. 6. School masters should pay more attention on the demand of teachers' knowedge and ability about student counselling and instruction practicing 7. To cultivate the concepts and motions of the junior high school teachers' professional research ,learning share ,teamw.rk and community. 8. To enhance the research on teacher's evaluation system. 9. To keep on the research on the indexes of junior high school teachers’ evaluation . Key words：Hsinchu county，Junior high school teacher，Teacher evaluation index. II

本研究依研究目的，係以問卷調查法進行了解縣市教師申訴評議委員會實際運作與影響因素之情形，透過各縣市教師申訴評議委員會之評議委員，對教師申訴制度運作及可能的影響因素提出看法，探討出教師申訴制度更佳的運作組織及模式並除去影響委員會為評議時不好的因素。 本研究資料係為調查問卷之處理，利用統計套裝軟體SPSS 13.0 for Windows，將問卷的資料進行登錄。以平均數、標準差等描述統計，來瞭解教師申訴評議委員對教師申訴評議委員會運作及其影響因素的看法。並以t-test來考驗假設之不同性別、法律背景、參與身分對影響教師申訴評議委員會運作及其影響因素各題項的看法是否有顯著差異。以單因子變異數分析，來考驗假設之不同年齡、申評會年資對影響教師申訴評議委員會運作及其影響因素各題項的看法是否有顯著差異，若有差異存在，則以Scheffě 法進行事後比較。茲將研究結論與建議分述如后。 綜上述，本研究結論如下： 一、教師申評會運作現況之分析 教師申訴評議委員會委員對於教師申評會的運作情形之現況最為肯定，其次為任務達成，再其次為組織成員，而以外在環境的影響為最低。 二、教師申評會影響因素之分析 教師申訴評議委員會委員對於教師申評會的影響因素的看法，認為最大的影響因素為組織成員本身，其次為任務達成情形，再者為運作情形，而以外在環境的影響為最低。 三、不同背景變項對教師申評會運作現況之分析 （一）不同年資申評會委員在申評會運作現況的看法中，在組織成員、運作情形、任務達成與外在環境上，均達顯著差異。 （二）屬於教師身份之申評會委員在申評會運作現況的看法中，在運作情形的看法上，顯著高於非教師身份的申評會委員，而在組織成員、任務達成與外在環境上，則無存在顯著差異。 四、不同背景變項對教師申評會影響因素之分析 （一）在應納入專業人士及應主動蒐集申訴案件資料的看法上，具有專業法律背景的申評會委員顯著高於無法律背景的申評會委員。 （二）在外在環境對於申訴評議的影響，有顯著差異存在。從事後比較的結果可以發現，35歲以下以及45歲以上的委員顯著高於36到45歲的申評會委員。 （三）在應訂立申訴標準與評議會受到社會對教師要求及觀感上有年資的差異。 （四）屬於非教師身份之申評會委員在申評會影響因素上，在外在環境的看法，顯著高於教師兼任的申評會委員。 關鍵字：教師申訴評議委員會、教師申訴制度 / The purpose of this study is to explore the actual operation and influential factors of Teacher Grievance Committees in each cities and counties. The author tries to know the operation of teacher grievance and its influential factors via grievance committee members, and attempt to find out the dysfunctional factors, and propose a better way and model to the actual operation of the system. The data were analyzed by descriptive statistics methods, such as t-test and standard deviation with SPSS 13.0 for Windows, to understand the attitudes of teacher grievance committee members and the influential factors to committee. With the assumption verification with t-test and ANOVA, the author finds out the different committee member groups, such as gender, juridical background and participative identity, have different attitudes to the operation and influential factors of Teacher Grievance Committee at 0.5 significant levels. Significant differences are tested by Scheffé method. Major findings of this research include the following: 1. The analysis of the state of the arts of teacher grievance committees’ operation: Members of Teacher Grievance Committee mostly endorse “current operation of committee”, secondly and thirdly are “mission completion” and “members of organization,” the lowest is the “external environment”. 2. The analysis of influential factors of Teacher Grievance Committee: Most of the participants believe that Teacher Grievance Committees are highly affected by “members of organization” and “mission completion”, and slightly affected by “current operation of committee” and “external environment”. 3. The analysis of attitude to current operation of teacher grievance committee under different background variables: (1) The committee members, under different period of service, have significant differences on all variables including “current operation of committee”, “mission completion”, “members of organization” and “external environment”. (2) Comparison between committee members and Non-committee members: Only “current operation of committee” reached significant level. 4. The analysis of influential factors to Teacher Grievance Committee under different background variables: (1) The scores of the members who have juridical background apparently higher than the non-juridical background members on “extensively adopt opinions from professionals and actively collect appealing cases”. (2) The attitudes of the committee members on the influence of “external environment” are diverse. From the post-comparison result, the author find out the scores of the members whose are below 35 years old and above 45 years old are significantly higher than the members whose age are between 36-45 years old. (3) Members who under different year of service have different attitudes on “the complaint standard and appraisal would be influenced by the social requirement and perspectives on teachers. (4)The committee member who is not a teacher has higher score than the members who serve as teachers on “external environment”. Key Words: teacher grievance committee，teacher grievance system