教師於學校組織中所面對的道德衝突與選擇

Moral Conflicts Teachers Encounter at Schools and How They Handle Conflicts

教師身為社會道德價值觀的主要傳遞者，在社會快速變遷的同時，需經常面臨自身價值理念與因情境而變動的道德標準的衝突，而必須做出行動的選擇。教師對學生的道德發展有最直接的影響，因為他們是最常和學生做第一線接觸的學校人員，和學生相處的時間最長，對學生的行為和價值觀影響甚鉅。因此本研究欲探討教師基於自身對道德的認知與實踐，在學校中所面臨的道德衝突來源，以及教師如何處理其所面對的道德衝突、選擇衝突處理方式的原因為何。研究結果發現教師在學校中所面臨的道德衝突來源為：（1）與學生、家長的價值觀衝突；（2）與教師同儕的衝突：（3）與學校行政人員的衝突。而教師在道德衝突時所做的選擇包括：（1）公開發聲，但需要同儕的支持；（2）堅持原則，必要時會彈性處理；（3）自覺影響力有限，選擇消極面對或自我調適（4）教師互動少，建立願景共識難，只能使用人情。最後，並針對教師道德實踐、行政領導以及未來研究方向提出相關建議。

School teachers are the main media to transmit moral values of the society. However， with the rapid changes in society， they often need to confront conflicts between their values and others’ ethical standards which might change in different contexts and， therefore， must make a choice of action. Teachers have the greatest direct impact on the moral development of students including their behavior and values， because they， as front-line school staff， are the persons who have the most frequent contacts with students. This study was aimed to further investigate teachers’ ethical and moral values and practices， moral conflicts teachers encountered at schools， how teachers handled moral conflicts and what factors affected their choices. The findings reveal that moral conflicts faced by teachers in the school primarily are from: (1) students and parents; (2) peer teachers (3) school administrators. The conflict-management strategies include: (1) voice with peer support; (2) adherence to their own values， if necessary， being flexible; (3) yielding and compromising; (4) networking and guan-xi. Finally， recommendations are made for the ethical practice of teachers， administrators， and future research.