Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers¡¦ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher¡¦s association and the recognition and intention of teachers in joining the teachers¡¦ unions. Teachers¡¦ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers¡¦ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers¡¦ cognition on their roles, teachers¡¦ cognition about the functions of Teachers¡¦ Association and Teachers¡¦ Union, as well as teachers¡¦ cognition on the Labor Act, on their intention of joining Teachers¡¦ Union. The results show that, being a member of the Teachers¡¦ Association is the most important and consistent predictor of teachers¡¦ intention in joining the Teachers¡¦ Union. As for the impact of teachers¡¦ cognition on their role, contrary to traditional knowledge, those who see teachers as more of ¡§sacred teachers¡¨ tend more likely to join Teachers¡¦ Union. Those who consider ¡¥rights protection¡¦ and ¡¥professional image¡¦ as important functions of Teachers¡¦ Association, tend more likely to join the Teachers¡¦ Union, whereas no impact was found on the function of ¡¥strike¡¦. On the other hand, teachers¡¦ perspective on the functions of Teachers¡¦ Association has no any impact on their intention of joining Teachers¡¦ Union. Finally, teachers who see ¡¥the right of negotiation¡¦ and ¡¥the right of strike¡¦ as more important for the Teachers¡¦ Union, tend more likely to join the Teachers¡¦ Union.

Thesis (Ph. D.)--University of Wisconsin, Madison, 1999. / Includes bibliographical references (leaves 338-350). Also available on the Internet.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 285-294.

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