國民中學各項教育目標中，以促進學生身心健全發展、學習適應、生活調適、職業陶冶、以及擁有基本的知識和完美的人格最為重要。而此皆有賴輔導工作的導引促其實現；是故輔導工作實已成當今國民中學靈魂之所在。然輔導工作在國中的推展，則以校長的領導與輔導教師的策劃最為重要；校長是否能有效領導？輔導教師所受的專業教育背景是否足以勝任輔導工作之策劃與實施？以及輔導教師的工作滿足情形為何？皆為當今學校輔導工作應予重視的問題，因此，本研究的主要目的在探討國中校長領導型式與輔導教師教育背景對輔導教師工作滿足的影響。 本研究的樣本採分層系統取樣法，分別取自台灣省各縣市及台北市、高雄市所屬之國民中學。每個受試者分別填答二種問卷，計出寄出四八八份問卷，經追蹤收回後共得四二一份，再刪除廢卷，餘有效問卷為四一O份。 資料處理採用4×3多因子獨立樣本設計，自變項有二：一為校長的領導型式，係根據「領導行為描述問卷」得分分類而成，分別包括高關懷高倡導、高關懷低倡導、低關懷高倡導、低關懷低倡導四種類型。二為輔導教師教育背景，係依據教育部台（62）參字第五二六七號令，區分為輔導本科系、相關科系、其他科系三種。依變項則為輔導教師的工作滿足，乃為根據「明尼蘇達滿足問卷」所改編的「輔導教師工作滿足問卷」上的三種得分，將輔導教師工作滿足，分成外在滿足、內在滿足、一般滿足三種。再根據上述三種工作滿足的得分，分別進行三次N不相等變異數分析。若達.05顯著水準，則進行薛費氏法事後比較工作。 本研究共計五章、十四節，第一章為緒論，旨在闡述研究動機與目的，提出研究問題與假設，確定範圍與步驟等。第二章為文獻探討，分別就工作滿足、領導型式、教育背景三方面詳加探討，作為本研究理論依據。第三章為研究設計與實施，分別就研究樣本的選取、使用的工具和資料處理方式提出說明。第四章結果與討論。第五章結論與建議，乃就研究結果發現，提出結論與具體建議，俾供參考。 研究結果發現：(1)輔導教師工作滿足確因校長不同的領導型式而有所差異。無論在外在滿足、內在滿足上、一般滿足上，皆以高關懷高倡導型最佳，低關懷低倡導型最差。而高關懷型又優於低關懷型，高倡導型也優於低倡導型。(2)輔導教師的內在滿足會因教育背景的不同而有所差異。其他科系與相關科系皆優於本科系。(3)校長領導型式與輔導教師教育背景對輔導教師工作滿足無顯著的交互作用。 據此，本研究建議：(1)培養國中校長對領導理論的瞭解與應用之能力。(2)促進國中校長對輔導工作之重視與推展。(3)健全國中輔導工作組織與充實輔導工作設施。(4)確立國中輔導工作經費專款專用制度。(5)全力支持輔導教師專心從事輔導工作。(6)充實全體教職員基本輔導概念。(7)促進國內輔導系、所，質與量的均衡發展。(8)提倡能力本位的輔導師資訓練制度。(9)擴大辦理輔導教師在職進修制度。(10)確立執行秘書與輔導教師的合法地位。(11)樹立輔導工作的新形象。(12)合理地調整輔導教師工作待遇或給予適當地職務加給。(13)建立全國輔導工作溝通綱(14)對未來研究類似問題時應注意事項之建議。

本研究期盼透過高專業承諾教師的生命史研究，達成下列目的： （一）了解高專業承諾教師如何詮釋本身工作的成效和意義。 （二）探究高專業承諾教師如何面對生命中的困境。 （三）分析影響高專業承諾教師專業承諾的因素。 （四）提供培養專業承諾教師之相關建議。 本研究經由訪談與文件資料分析，獲致以下結論： 一、本研究之個案（葉老師）確屬「高專業承諾教師」。 二、教育工作對葉老師的具有三項意義：（一）是性向也是志向（二）是快樂和成就的泉源（三）是回饋社會的方法。 三、葉老師面對生命困境的態度和作為： （一）家庭的困境養成他強靭的挫折容忍力，讓他在往後的生命歷程中，很少感受到挫折和困境。 （二）葉老師面對家庭困境從不怨天尤人，並以「接受現實」、「認真讀書」、「盡自己本份」來回應困境的考驗。 （三）葉老師面對感情挫折，以默默承受的自我調適，不會遷怒也不會攻擊，並願意為愛犧牲，只要覺得對方還需要他，他就願意繼續付出，直到發覺自己並不真正被需要才會放下。 （四）葉老師對教育環境的要求不高，不容易產生挫折感；咎責他人之前，會先反省自己；敏於感知他人的處境，經常為他人著想。因此，他的教育熱誠能夠相當豐沛而持久。 四、影響葉老師專業承諾的因素： （一）堅強的生存意志：讓他任何事情都很願意去找尋它好的一面，有建設性的一面，所以可以長期保有教育的熱情和理想。 （二）對安全感的高度需求：為了避免孤獨，葉老師喜歡和任何人接觸，喜歡幫助別人；為了轉移孤獨的不安，葉老師養成專注的做事習慣，以及「一旦投入，就全力以赴」的個性。 （三）楷模的學習：一類來自母親和大哥對家庭無怨無悔付出的言教和身教；另一類來自教會，教會的修女和教友以及教會的儀式所匯聚的溫馨祥和氣氛。而這兩種類型楷模都蘊含了「犧牲奉獻」的精神，這種精神成為日後葉老師的人生價值。 （四）天職的召喚：從小受到教會及史懷哲等典範人物的影響，慢慢形成一種犧牲奉獻、渡化眾生的使命，進而在心中不斷召喚。 （五）成功的經驗：來自學生、家長、學校同仁的肯定和回饋所打造的成功經驗讓葉老師感受到生命的價值，因而不論遇到任何困難，都能持續努力而且樂在其中。

國民中學實施教師專業評鑑制度之研究 摘 要 本研究旨在探討國民中學教師對於實施教師專業評鑑的意見，及相關配套措施差異性之看法，並進一步探究不同背景教師對於教育部規劃的教師專業評鑑制度有何看法上的差異。所研究之結果，希冀日後對於國民中學實施教師專業評鑑有所裨益。 為獲取國民中學教師對於實施教師專業評鑑之意見資料，本研究乃針對桃園縣、新竹縣市及苗栗縣等四縣市118所學校，寄發每校十二份問卷，合計寄發1328份問卷，回收有效問卷為997份。問卷回收後，以百分比及卡方（χ2）檢定考驗統計分析及處理相關資料，茲臚列重要研究結果如下： 一、在實施教師專業評鑑目的方面：國民中學教師對於教師專業評鑑之目的，以勾選形成性之評鑑目的最多，其中有六成以上教師勾選「協助教師改進教學方法」、「提供教師瞭解專業發展方向」及「樹立教師專業形象」三項；另外有四成以上教師勾選「作為處理教師在職進修之參考依據」、「建立教師生涯發展目標」及「處理不適任教師」等。 二、在實施教師專業評鑑原則方面：國民中學教師認為評鑑的原則應該把握下列原則：（一）評鑑目的要明確；（二）評鑑制度要健全；（三）評鑑過程要公開；（四）評鑑方式要多元；（五）評鑑結果要善用等。 三、在實施教師專業評鑑方式方面：（一）就評鑑人員而言，國民中學教師最能接受的評鑑方式依序是「教師自我評鑑」、「教師同儕評鑑」及「校內評鑑小組評鑑」；較不能接受非教育專業人員的評鑑。（二）就蒐集評鑑教師資料而言，國民中學教師最樂意接受「觀察教師教學及班級經營」，其餘依次是「檢視教師行政配合、獎懲、品德、勤惰及進修等文件紀錄」、「瞭解學生的學習成就」、「檢閱教師的教學檔案」、「查核教師自我評鑑資料」、及「審查批改學生作業情形」等。就實務面來說，唯有多元化蒐集評鑑資料，才能達到評鑑的客觀性。（三）就評鑑教師資料的處理方式而言，國民中學教師對於實施教師專業評鑑之後，提醒教師缺點的方式中，以「書面通知」及「面談」較受歡迎；而較不能接受以「不予通知只做年終總結性評鑑參考」及「公佈週知教師」的處理方式。（四）就評鑑教師的時機而言，國民中學教師對於實施教師專業評鑑較傾向於形成性的教師評鑑；均期待能透過評鑑之方式，以協助教師隨時改進教學方法，並促進教師專業成長。 四、在教師專業評鑑指標方面：國民中學教師認為評鑑指標的訂定，最符合學校需求的人員依序是「全校教師」、「學校各學習領域教師代表」及「學校行政人員」等；而指標的配分比例依序是「教學實務表現」佔20﹪，「訓導輔導表現」佔20﹪，「品德操守表現」佔20﹪，「專業成長表現」佔20﹪，「人際關係表現」佔10﹪，「行政紀錄表現」佔10﹪。 五、在教師專業評鑑結果的運用方面：國民中學教師對於評鑑優良教師的獎勵方式，其意向之優先順序是「給予獎金、晉俸、或年功俸之獎勵」、「給予嘉獎或獎章」、「給予休假機會」及「給予進修機會」等；而對於表現欠佳教師的處理方式，則認同之意向依序是「提供改進意見，限期實施複評」、「強制參加專業進修」及「留原俸級」等。 六、對於教育部規劃中的教師專業評鑑制度之看法方面：（一）國民中學有七成以上教師認為所有教師應該接受評鑑；然而就「以教師評鑑取代現行教職員考核方法」的贊成百分比例而言，校長群有85.7﹪贊成，教師兼行政人員有69.3﹪表示同意，至於一般教師則有52.7﹪表示認同；可見目前考核教師的辦法有待檢討修訂。（二）國民中學有七成以上教師贊成「教師只要通過教師評鑑就可以晉薪一級，並領取一個月薪給總額百分之九十至九十五的獎金」；至於「將全校教師一個月薪給總額的百分之五至十作為評鑑表現優異教師的獎金」方面，只有五成以上的教師認同；可見國中教師對於獎金發給之意見尚不一致，有待溝通建立共識。（三）國民中學約有七成左右教師對於「教師之晉薪與獎金之發給，乃依據教師評鑑結果而分開處理」表示認同；至於限制晉薪或獎金人數比例，則有七成以上教師非常反對；可見國中教師對於考核限制人數持不同看法。 七、不同背景教師對於實施教師專業評鑑制度相關配套措施之議題，多數呈現顯著差異之看法。 八、國民中學教師對於實施教師專業評鑑的作法，有七成以上教師認同能執行，唯對於評鑑的配套措施更殷切企盼能訂定健全的制度。因此，願教育界前輩除了能對後學的研究及建議加以斧正外，並祈能就此議題繼續探究以貢獻卓見。 關鍵詞：教師專業評鑑、教師成績考核、學校本位管理、教師專業評鑑指標、教師分級制、績優給付制、國民中學 / A Study on the Practice of Teacher Performance Evaluation of Junior High Schools ABSTRACT The purpose of this study was to explore the junior high school teachers’ opinions about teacher evaluation as well as the supporting measures. It would further look into the discrepancies on the viewpoints of the Teacher Performance Evaluation System being mapped out by the Ministry of Education. The findings and results so yielded are to benefit future teacher evaluation in junior high schools. In order to hear junior high school teachers’ voices on the teacher evaluation, the study handed out a total of 1,328 copies of twelve questionnaires to 118 schools in Taoyuan County and Hsinchu County. A total of 997 copies successfully were collected and processed by means of percentage and Chi-square Test (x2). The major findings were listed below : 1. In the aspect of the enforcement of the teachers performance evaluation: In the purposes of the teachers performance evaluation in junior high schools, as appraised through checkmarks, over 60% of the respondents ticked three items, i.e., “helping teachers upgrade the teaching methods”, “providing sound orientations for teachers to make sure of the specialized development” and “building up the professional image of teachers”. Besides, over 40% of the teachers ticked “providing grounds to teachers in their on-the-job education”, “setting up goals of career development for both faculty and students” and “settling problems of incompetent teachers”. 2. In the aspect of the principles of enforcement of teachers performance evaluation: The junior high school teachers believed that the evaluation should firmly hold the following principles:(1) Definite and express objectives of evaluation; (2) Sound and wholesome evaluation systems; (3) Open evaluation process; (4) Multifaceted evaluation methods; (5) Maximum possible uses of the evaluation results. 3. In the aspect of the methods for enforcement in the teachers performance evaluation: (1) In terms of assessing personnel, the evaluation methods most acceptable to junior high school teachers are: “evaluation by teachers themselves”, “evaluation by peers themselves” and “evaluation by in-school evaluation task forces” in that order; and the less acceptable one is evaluation by non-educators. (2) In terms of data collection, the best acceptable one is “observation of teachers’ teaching and class management”, followed by “inspecting teachers’ coordination in administration, awards & punishment, conduct, attendance and higher education”; “looking into students’ achievement in learning”, “looking into teachers’ teaching archives”, “checking teachers’ self-evaluation files” and “review of teachers’ marking & correction on students’ homework”. In practice, only the multifaceted collection of evaluation will make possible detached and neutral evaluation. (3) In processing of evaluation over teachers, the junior high school teachers, after enforcement of the teacher performance evaluation, among those methods to remind teachers of shortcomings, “documented notices” and “interviews” are more popular. Those unpopular ones include notably “no notice, used for reference in the year-end conclusive evaluation only”, “keeping teachers informed through public announcement”. (4) In terms of evaluation timing, junior high school teachers are more inclined to formality evaluation over teachers in the hope to help teachers enhance the teaching methods and to boost expertise to grow. 4. In terms of the indices in teachers performance evaluation: In the evaluation indices in the mind of junior high school teachers, the best meeting school needs are “entire faculty”, “leading representatives of teachers in various fields” and “administrative staff at schools”. The indices are in such ratios of “performance of practical teaching” 20%; “discipline guidance” 20%; “performance in conduct” 20%; “performance in expertise growth” 20%, “performance in interpersonal relationships” 10%; “performance in administrative records” 10%. 5. Utilization of the results yielded in teachers performance evaluation: As to the methods to award outstanding teachers, the junior high school teachers responded with the view in such priority order: “encouragement of incentive, advance or annual award”, “conferment of citations or medals”, “chances for vacation days”, “chances for higher education”. Toward teachers of unsatisfactory performance, the preferred measures include “offering advice and rechecking within the specified time limit”; “compulsory higher training” and “no-raise”. 6. Viewpoints about the schoolteacher evaluation system being mapped out by the Ministry of Education: (1) In junior high schools, over 70% of the teachers uphold that teachers should receive evaluation. Over the idea of “taking schoolteacher evaluation instead of the current evaluation method”, 85.7% of school principals said yes, 69.3% of administrative staff & faculty said yes while 52.7% of general teachers backed the idea. Such results suggest that the current evaluation or rating systems leave much room to reassess. (2) In junior high schools, over 70% of the teachers back the idea that “teachers should be upgraded by one degree plus incentive at 90~95% of one month’s salary as long as they successfully pass evaluation”; only over 50% of them backed the idea of “taking 5%~10% of the payroll of the entire faculty of the school as an incentive to outstanding teachers” These findings suggest that junior high school teachers are still in discrepancies in terms of incentives to teachers. (3) In junior high schools, approximately 70% of the teachers back that “teachers should receive salaries and incentives only based on the results of evaluation over teachers but over 70% of them objected to the idea of restricting the quotas for advancement or incentives”. These factors found in the questionnaire survey suggest that junior high school teachers have discrepancies in terms of negative measures against teachers on the grounds of evaluation results. 7. Over the supporting measures related to teacher evaluation on good performances, teachers of different backgrounds showed significant discrepancies in the responses. 8. Over the teachers performance evaluation of junior high schools, over 70% of the teachers agreed and hoped that the evaluation would be put into enforcement. They further expect to see wholesome systems about the coordinating measures. It is, therefore, hoped that those veteran and senior educators would kindly offer advice and comments with continuing studies on these issues. Key words: Teachers performance evaluation; performance rating for teachers; school-based management; indicators of teachers performance evaluation; Career ladder program of teacher ; merit-pay for outstanding performance, junior high schools.

本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。 本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。 本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。 / The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices. This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching. Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

本研究旨在探討國民中學教師專業共同職能之探討。進一步瞭解背景變項因素之影響，最後根據研究結果提出具體建議。 本研究首先採用問卷調查法，從職能之理論出發，推導教師專業共同職能之內涵，並且應用問卷調查與訪談之方法，以獲知國民中學教師對專業共同職能之看法。本研究工具採自編之「國民中學教師專業共同職能之調查問卷」，研究對象為新竹縣、桃園縣等兩個縣巿之公立國民中學教師，問卷計發出600份，回收402份，有效問卷402份，可用率67%，調查結果應用SPSS/12.0統計套裝軟體進行分析，並與新竹地區共5位教師進行訪談，根據研究結果之分析與討論，本研究獲得以下結論： 一、國民中教師專業共同職能計有6個向度、58個題項。 二、教師專業共同職能最重要十大職能：依續為教師能營造互動良好的班級氣氛；教師能建立有助於學生學習的班級常規；教師在教學時能由淺入深、具邏輯性呈現教材；教師教學能引起學生並維持學生學習動機；教師能妥適處理任教班級偶發事件及問題；教師對任教班級能建立良好的溝通方式；教師能激發班級榮譽感與凝聚力；教師能依據課程的性質規劃適切的教學活動及教法；教師能適當調整自己情緒，不遷怒他人並經常反思察納雅言；教師處理事情能從不同的角度看問題。 三、對國民中學教師專業共同職能之差異分析，本研究背景變項有性別、年齡、職務、年資、學歷、學校規模及學校所在地。在性別、年資、學歷、職務上對職能上都沒有差異，但在年齡、學校規模、學校所在地上出現了差異。 四、另外，就潛在變項為「教師專業共同職能」對觀察變項「教師教學職能」、「班級經營職能」、「人際溝通職能」、「創新職能」、「態度職能」與「學生本位職能」之解釋變異百分比 (r-square)分析，其原始模式之R2為.64、.74、.73、.71、.84與.79，修正後模式之R2為.63、.73、.75、.72、.80與.75。就修正後模式而言，以「態度職能」最能被教師專業共同職能所解釋，其解釋變異量達80%，其次依序為「人際溝通職能」、「學生本位職能」、「班級經營職能」、「創新職能」與「教師教學職能」，其被解釋變異量介於.63至.75間，顯示教師專業共同職能對六大職能具有良好之解釋力。 根據上述結論，本研究提出以下建議： 一、對教育行政機關的建議 (一)教育行政機關早日全面執行教師專業發展評鑑提升教師專業職能 (二)師資培育機構加強教師職前專業職能課程，使教師專業共同職能成為職前教師師必備能力 (三)各縣市教育局處推展教師職能工作坊增進教師職能 (四)城鄉差距問題仍然呈現，宜增加小型或偏遠學校資源挹注 二、對國民中學的建議 (一)問卷可提供教師專業共同職能初評之使用 (二)落實教師專業發展評鑑制度 (三)定期舉辦教學觀摩及班級經營檢討會 (四)鼓勵教師增進自我專業成長，提升教學品質 / This paper inquires the joint professional competences of teachers in junior high schools and the further realization of the impact of background variables and thence proposes the suggestions in terms of the results. The contents of the teachers’ joint professional competences are generalized by the competence theory via the questionnaires survey. The perspectives of teachers in junior high schools on joint professional competences are collected by the questionnaires and interviews. The tool is the self-edited Joint Professional Competences of Teachers in Junior High Schools Questionnaires and the subject is the teachers in public junior high schools in Hsinchu and Taoyuan Counties and Cities. There are 600 questionnaires delivered and 402 retrieved with the valid retrieved ratio at 67%. The analysis of survey results is processed by SPSS/12.0 with the interviews with 5 teachers in Hsinchu County and City. The conclusions through the analysis and discussion are: 1. There are 6 categories with 58 items of the Joint Professional Competences of Teachers in Junior High Schools; 2. There are 10 key competences of the joint professional competences of teachers in junior high schools: (1) manage class atmosphere with good interaction, (2) build class rules helping students learn, (3) present instructional materials from easy to hard ones logically, (4) lure and maintain students’ interest by teaching, (5) deal with class contingencies and problems properly, (6) build a good communicative manner with students, (7) initiate the sense of honor and unity of class, (8) plan adequate teaching activities and methods pursuant to the curricular natures, (9) adjust personal emotions properly, prevent from transferring personal anger to others and reflect and accept advices, and (10) view things from diverse perspectives; 3. There are the background variables including gender, age, post, seniority, education, school size and school location concerning the difference analysis of the joint professional competences of teachers in junior high schools. There is no difference for gender, seniority, education and post whereas there is a difference for age, school size and school location; and 4. The latent variable “joint professional competences of teachers” and observable variables “teachers teaching competence”, “class management competence”, “interpersonal communication competence”, “innovation competence”, “attitude competence” and “student-based competence” are processed by the r-square analysis. The corrected R2 is respectively .63, .73, .75, .72, .80 and .75. Thus, “attitude competence” with 80% is the highest explanatory power of teachers’ joint professional competences; others in order are “interpersonal communication competence”, “student-based competence”, “class management competence”, “innovation competence” and “teachers teaching competence” with the R2 at .63-.75, indicating the good explanatory power of the categories on teachers’ joint professional competences. According to the conclusions, the following suggestions are proposed: 1. Suggestions to educational administrations (1) Educational administrations perform the teachers’ professional development & evaluation so as to advance teachers’ professional competences; (2) Teachers educational organizations enhance pre-service courses of professional competences in order to equip teachers with the joint professional competences as the essential competence; (3) County and City educational departments promote the teachers competences workshops to advance teachers’ competences; and (4) Support and add resources to small or remote schools to shorten the gap between urban and rural areas. 2. Suggestions to junior high schools (1) Make the questionnaires available to the initial assessment of teachers’ joint competences; (2) Perform the teachers’ professional development & evaluation system; (3) Hold regular instructional observational meeting and class management review; and (4) Encourage teachers to improve self professional growth for advanced teaching quality.

本研究藉由文件分析、文獻分析、比較分析、歸納分析及實地訪談等研究方法，分析教師評鑑的理論基礎、教師評鑑的性質與內涵、及探究英國教師評鑑制度之發展、內涵與特色，並對我國未來建立教師評鑑制度提出具體建議。 經由上述研究，獲致以下結論： 一、教師評鑑在教育專業化的趨勢中扮演著重要的角色。 二、教師評鑑具有多元化的目的。 三、教師評鑑模式應配合評鑑目的與對象及教育發展而作彈性調整。 四、英國教師評鑑制度是逐漸發展且有其特殊背景。 五、透過立法程序是教師評鑑工作制度化的重要關鍵。 六、觀念的宣導及地方性的實驗研究是教師評鑑制度重要的前導工作。 七、周延的程序及多元的目的是順利推動教師評鑑的重要因素。 八、充分的時間與資源是教師評鑑持續推動的關鍵要素。 九 、教師評鑑不是獨立的工作而是學校整體經營的一環。 十、教師評鑑必須結合相關教育政策才能發揮相輔相成效果。 十一、我國中小學教師成績考核亟需檢討修正。 十二、英國中小學教師評鑑制度足供我國參考。 十三、 建立我國教師評鑑制度時機已趨成熟。 根據研究發現及結論，本研究從以下三方面提出建議： 一、對改進我國現行中小學教師成績考核制度缺失之建議：重新界定教師成績考核之目的；重新規範教師評鑑之範圍；建立多元化的教師成績考核方式；重新建立合適的教師成績考核程序；健全考核委員會之組織；擴大教師成績考核結果之運用；健全教師成績考核申訴制度；明定各級主管教育行政機關應有的角色。 二、對建立我國教師評鑑制度之建議：研究者提出下列五個階段，供作建立我國教師評鑑制度之參考：研議階段；宣導溝通階段；建立共識階段；法制化階段；正式實施階段。 三、對未來研究之建議：持續對先進國家教師評鑑制度進行深入探究；鼓勵學校進行教師評鑑的實驗研究；從事教師評鑑與教師專業發展、學校發展及教育品質關係的實證研究；進行教師評鑑與獎金及薪資關係的實證研究；加強現行教師成績考核制度之研究。 / By means of documents analysis, literature analysis, comparison, induction, and field work of interview, this research is aimed at investigating both the theoretic basis, the nature, and the meaning of teacher appraisal, and the development, the structure and the characteristics of British system of teacher appraisal. Furthermore, some practical suggestions are put forward for our teacher appraisal here. Conclusion 1. Teacher appraisal plays an important role in the trend of the professional ization of educational enterprise. 2. Teacher appraisal possesses multifarious purposes. 3. The mode of teacher appraisal should be flexibly modified according to the purpose, the target of educational appraisal, and the educational development. 4. The system of British teacher appraisal had developed stet by step and has its particular background. 5. The process of legalization is the key factor in the institutionalization of Teacher appraisal. 6. Both the dissemination of ideas and the regional experiments and studies are the significant prerequisites of teacher appraisal. 7. Complete and detailed procedures and multifarious goals are the key elements in the success of teacher appraisal. 8. Sufficient time and resources are important for promotion of teacher appraisal. 9. Teacher appraisal is part of, rather than independent of, the whole system of school education. 10. Teacher appraisal and educational policy should be connected with each other for the most benefits. 11. It is necessary to examine and modify our system of both middle and primary school teacher appraisal. 12. British system of middle and primary school teacher appraisal can be referred to for the improvement of ours. Suggestions 1. The suggestions about how to advance our current system of middle and primary school teacher appraisal. (1) Redefine the purpose of teacher's achievement assessment. (2) Rebuild the range of teach appraisal. (3) Establish multifarious ways of teacher achievement assessment. (4) Reproduce the suitable procedure of teacher's achievement assessment. (5) Reorganize the assessment committee. (6) Extpand the application of the consequences of teacher achievement assessment. (7) Ameliorate the appealing system of teacher's achievement assessment. (8) Specify clearly the de jure roles of educational organizations at every levels. 2. The suggestions about how to establish our system of teacher appraisal. Five steps are raised as follows: (1) The stage of planning; (2) The stage of dissemination and communiction; (3) The stage of the formation of consensus; (4) The stage of legalization; (5) The stage of implementation. 3. The suggestions for the future (1) Keep on investigating in depth the teacher appraisal systems in developed countries. (2) Encourage the school authority to take action on the experiment and studies of teacher appraisal. (3) Take up the empirical studies of the relationships among teacher appraisal, teachers' professional development, and educational quality. (4) Carry out the empirical studies of the relationship among teacher appraisal, scholarship, and pay system. (5) Strengthen the studies of the current assessment system of teachers' performance.

本研究旨在探討彰化縣國民中學學校教師會之運作，由學校教師會之組織運作、運作效能及運作滿意度三方面，來瞭解彰化縣國民中學學校教師會運作之現況，並探究不同背景之教師對於學校教師會運作看法的差異情形，最後依據研究結果，提出結論與建議，以供學校教師會運作與發展上之參考。 本研究以彰化縣國民中學現職合格教師為研究對象，針對已成立學校教師會之17所國中進行問卷調查，以自編的「彰化縣國民中學學校教師會運作之調查問卷」為研究工具，共發出問卷600份，問卷回收456份，回收率為76%，有效的調查問卷有431份，可用率為71.8%。在資料分析上，以描述統計、t考驗、單因子變異數分析及薛費事後比較法等統計方法進行分析與考驗。 經研究結果發現： 一、 學校教師會之運作功能良好，頗能符合教師期待，但在與行政互動及提升教師專業部分須多加努力。 二、 學校教師會之運作效能完善，頗能得到教師認同，但在推動會務時間上及與會員互動上還需尋求改善。 三、 學校教師會之運作滿意度高，頗能受到教師肯定，但在與行政互動及提升教師專業部分仍未符教師期待。 四、 30班以下（小型）、30~50班（中小型）、70班以上（大型）之學校教師對於學校教師會運作之看法高於50~70班（中大型）之學校教師。 五、 服務年資26年以上之教師對學校教師會運作之看法普遍高於服務年資6~15年之教師。 六、 在學校兼任主任、組長與導師之教師對學校教師會運作之看法普遍高於專任教師。 七、 教師會一般會員對於學校教師會運作之看法普遍高於非教師會會員。

本研究旨在探究我國教師組織未來發展之方向，校園內勞僱間權益事項的問題，是否必要透過”教師工會”的方式進行協商和討論，以謀求解決之道。目前的教評會和”教師會”在制度設計中，雖然也有若干工會的功能，但是在勞僱關係的法定權利當中最重要的團結、協商和爭議權等，皆不明確，因而在面對重大權利問題和決策的過程中，教師往往是政策的被動接受者，公務員的角色，也嚴重限制了教師可採取的行動策略與範圍。除非目前的教評會或”教師會”的權利取得突破，否則教育部實在沒有理由阻止教師籌組工會。”教師會”改變轉型為”教師工會”之過程與發展，及所遭遇之困境，為本研究之重點。 / This research will explore challenges and future development of the teacher’s organization in our country. Will there be any substantial changes in the relationship among stakeholders on campus in terms of rights and obligations? Will it a better solution to carry on consultation and dispute reconciliation by organizing teacher’s union? Although certain functions exist in the present system designs of the Teacher Arbitrating Committee and Teacher Association, crucial rights of unity, consultation, and dispute that teachers could enjoy are not all explicit. Teachers are often passive receivers of policies. Worse still, as para-public officials, they are severely limited in strategy and scope of viable options. Only when a Teacher Arbitrating Committee or Teacher Association makes a breakthrough, can we consider these rights adequately protected. The Ministry of Education has no reason to deny such unionizing. This research examines development of the Teacher Association (TA), and explores the need to transform TA into Teacher Union (TU), as well as obstacles encountered.

本研究之主要研究目的在於探討我國公立中小學教師檢定與聘任制度之現況、相關問題及具體改進建議，包含教師檢定與教師証相關問題、甄聘介聘教師相關問題以及教師聘約相關問題三個部分。為達成上述目的，研究者採用文獻分析法、問卷調查法以及訪談法；首先分析教師檢定與聘任制度之理論基礎，以了解教師檢定與聘任制度之意義、功能與理想制度該如何運作；接著探討美國公立中小學教師檢定聘任制度可供我國借鏡與參考之作法；接著編製『國民中小學教師檢定與聘任制度運作成效與改進途徑之問卷』，針對臺北縣市國民中小學教育行政人員、兼行政之教師、未兼行政之教師、人事、校長及家長會委員進行調查研究；然後依問卷回收後之分析結果，選取專長為檢定聘任制度的學者、教育行政界之專家、學校行政界之專家進行訪談。最後綜合研究結果，建議我國公立中小學教師檢定與聘任制度可行之改進途徑，以提供相關單位決策及後續之研究。 本研究之問卷調查對象為臺北縣市之公立中小學教育人員以及教育局行政人員，樣本之取得採分層抽樣而來，共抽取47所學校與2所教育局，574位教育人員，回收有效樣本為490份，問卷資料處理採用SPSS10.0版進行統計分析；訪談資料處理則是逐題將專家學者之意見條列歸納。 據此，研究者係將本研究之調查結果發現與文獻探討發現作成結論如下： 一、教師檢定與教師証相關問題方面 （一）我國現行初檢與複檢制度不具篩選功能，形同虛設。 （二）現行實習制度問題重重，應取消現行制度，改為職前培育課程之一部分。 （三）應將現行教師檢定制度加入檢定考試。 （四）應儘速建立教師証撤回機制以保障學生受教權。 （五）應儘速建立教師証換証機制以成為教師專業化之基礎。 二、甄聘、介聘教師相關問題 （一）教師甄選與介聘之辦理方式以縣市教育局統一辦理為佳，但仍應尊重各校選擇。 （二）各校自行辦理教師甄選有其優點，然實務上缺點更多。 （三）無論公費分發或教育局甄選介聘而來之教師都應接受教評會審查，但其審查權應有所規範。 （四）校長對教師人選有異議，仍應尊重多數教評委員之決定。 （五）教師甄選評比方式各有優缺，唯相互搭配使用，才較具客觀性。 三、教師聘約相關問題 （一）一般國民中小學教評會沒有能力、也沒有意願處理教師之解聘、停聘、不續聘及淘汰學校之不適任教師。 （一）同一學校長聘教師之聘期宜統一訂定。 （二）我國教師聘約之設計不具實質意義。 本研究根據文獻探討、調查研究發現與結論作成以下建議： 一、教師檢定、聘任制度專業組織方面，本研究之建議如下： （一）建議教育部成立全國性教師資格檢定單位，且應為常設機構。 （二）建議各縣市教育局成立教師聘任審議單位，且應為常設機構。 二、教師檢定與教師証相關問題方面，本研究之建議如下： （一）由各師資培育機構負責第一階段檢定工作，可考慮加入校內資格考。 （二）國家舉辦之檢定考試應為教師基本能力測驗。 （三）仿美國之變通檢覈制度為我國另類教育另闢師資來源管道。 三、甄聘、介聘教師相關問題，本研究之建議如下： （一）應對選擇自辦之各校有所規範，使其甄選過程兼具公正與專業。 （二）各校自行決定教師甄審辦理方式之規定可考慮加入「罰則」。 四、教師聘約設計相關問題，本研究之建議如下： （一）各校教評會對教師解聘、停聘、不續聘之職權行使，若未盡其職，校長或校務會議有權移請主管教育行政機關依法處理。 （二）建議加入定期評鑑教師之制度以為續聘之依據。 （三）適度增加長聘教師之福利待遇。 / The purpose of this study is to explore the current situation and problems of teacher certification and employment system of public elementary and junior high schools in Taiwan, and then to look for the best and practical solutions to the problematic issues, which are inclusive of teacher certification and teacher certificate/licensure, teacher selection and employment, and teacher agreement. The methods of this study comprise literature analysis, comparative approach, questionnaire investigation, as well as follow-up interviews. Subjects of this study consisted educational and school administrators, teachers, parents, and experts in Taipei. Valid data from 574 subjects were analyzed together with the information of interviews from 7 experts. The major findings of this study include : 1.Both the first stage and the second stage of current teacher certification were considered dysfunctional in evaluating pre-service teachers, so that most subjects supported the certification exam. 2.The current internship system is supposed to be cancelled, and to become a part of teacher preparation curriculum of colleges or universities. 3.1t is necessary to establish renewal and withdrawal system of teacher licensure in order to promote the teaching quality. 4.The city/county committees of teacher selection were mostly supported, but each school should still have the right to choose the way of selecting teachers. 5.Every kinds of teachers should be examined and assessed by SCTSE (school committee of teacher selection and employment ) before employed. 6.The principals should respect the decisions made by most members of SCTSE. 7.The SCTSE was considered unable and unwilling to deal with employing and unemploying teachers. 8.The device of teacher tenure was considered unmeaning.

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第19447号 / 教博第191号 / 新制||教||161(附属図書館) / 32483 / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 杉本 均, 准教授 南部 広孝, 准教授 西岡 加名恵 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM