According to the ¡§Teacher Law¡¨ announced by the president on August 9, 1995, the teachers in Taiwan can establish the organizations of the teachers. It is a common, caring issue for educational administration, teacher groups and social elites to regulate a proper ¡§Teacher Law¡¨ and force the Legislative Yuan to enhance it to the actual law level. When establishing the new law, we should identify the teacher groups with the complete three rights: unite, negotiation, and strike to protect the basic rights of the teachers. It has been ten years since the Kaohsiung County Teacher¡¦s Association( KCTA). Its organization, procedure, and supervision are superficially going well and smoothly. There is still a lot of space for the staff of the KCTA to make ¡§the law of the KCTA¡¨ become better by investigating it through the five structures of the administrative law in detail. This thesis adopts ¡§Qualitative research method¡¨ and make use of three study methods: literature review, interview and observation to gather, generalize, and analyze all the data to proceed writing. This thesis ¡§The law of the Kaohsiung County Teacher¡¦s Association¡¨ apply the administrative law and take the five basic theories: administrative principle, administrative organization, administrative limit, administrative assist and administrative supervision as its outline. There are seven chapters and the summary of each chapter is as follows: Chapter 1 Introduction¡XIt contains the motive, objective of the research, research scope and limits, research frame and methods, relevant phrases explanation, and literature review. Chapter 2 Basic Principles of The Law of Kaohsiung County Teacher¡¦s Association¡XIt simply discusses the background, internationalism, spirit of law and order, and participation of person concerned. Chapter 3 Administrative Organizations of The Law of Kaohsiung County Teacher¡¦s Association¡XIt explains basic concepts of administrative organizations, administrative frame of the law of Kaohsiung County Teacher¡¦s Association, personal system, funds and relative questions. Chapter 4 Administrative Limits of The Law of Kaohsiung County Teacher¡¦s Assocoation¡XIt introduces administrative investigation, administrative plan, administrative legislation, administrative disciplinary action, administrative contract, administrative guidance, assured means of obligation performance and instance enforcement. Chapter 5 Relief and Aftercare of The Law of Kaohsiung County Teacher¡¦s Association¡XIt describes the meaning, types of administrative relief of the Law of Kaohsiung County Teacher¡¦s Association, petition, appeal, administrative lawsuit, national compensation, constitution interpretation, and plebiscite. Chapter 6 Supervision and Evaluation of The Law of Kaohsiung County Teacher¡¦s Association¡XIt introduces the outline of the administrative supervision, internal and external supervision mechanism of the law of Kaohsiung County Teacher¡¦s Association. Chapter 7 Conclusion and Suggestion¡X It combines the statement of the five frames of the administrative law to offer actual methods and suggestions for the development of the Kaohsiung County Teacher¡¦s Association.

The primary purpose of this study is to review the actions of the Texas State Teacher's Association as an organization in support of the needs of Texas teachers for adequate tenure and retirement, and to evaluate their effectiveness in securing these needs.

Made available in DSpace on 2014-06-11T19:32:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-05Bitstream added on 2014-06-13T19:06:54Z : No. of bitstreams: 1 paula_rp_dr_assis.pdf: 1485476 bytes, checksum: 45f73d0517edcd64d572665e4ff276fe (MD5) / Universidade Estadual Paulista (UNESP) / Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989. / It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to Apeoesp, association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.

Orientador: Frederico Alexandre de Moraes Hecker / Banca: Paula Perin Vicentini / Banca: Kátia Maria Abud / Banca: Áureo Busetto / Banca: José Leonardo do Nascimento / Resumo: Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989. / Abstract: It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to "Apeoesp", association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989. / Doutor