臺灣教師進階制度之研究   免費試閱

The Research of Teacher Career Ladder System in Taiwan

臺灣中、小學教師進階制度或教師分級制度的政策發展過程迄今十數年，但仍未能有所定論並推行實施，相當值得關注。本研究旨在透過德懷術調查法，分析整合出教育政策決策者、教育政策研究者與教育現場教師對臺灣中、小學教師進階制度政策之意見與共識。本研究結果顯示：一、專家對教師進階制度的整體意見與看法仍有分歧；二、肯定教師進階制度的實施能夠發揮相當功能；三、相關法源修訂和配套措施的整合相當關鍵；四、專家不贊成「家長代表」作為審查組織的成員；五、教師進階審查項目以「專業進修」和「專業表現」最為重要；六、審查委員的客觀性與公正性受到質疑；七、教師進階需注意職位等級之區別性；八、教師進階審查應由中央規劃並委由獨立單位執行；九、教師應可選擇以教學專業為進階管道；十、教師進階審查之審查專業且透明及參與的代表性均甚為關鍵。根據研究結果，本研究研提出五項建議，以為我國未來中小學教師進階制度研議與相關學術研究之參考。

Till today, the policy of teacher career ladder system or teacher ranks system in Taiwan has been developed over ten years, but there is seen no conclusion and implementation. The reason involves complicated and obscure factors. This research aimed to analyze and integrate the opinions and consensus of educational policy makers, educational policy researchers and teachers through the Delphi technique. The findings of this research included the following: 1. The opinions and views of experts on the system were still divided; 2. Implementing the system surely could have positive contribution; 3. Revising the relevant educational laws and integrating the supplementary measures were crucial; 4. Experts did not agree parents as reviewers of teacher assessment; 5. Among the teacher assessment items, the further professional enhancement and professional performance were most important; 6. The reviewers of teacher assessment were criticized for not objective and fair; 7. The distinction of position in the system should be pay attention; 8. The assessment of teacher should be planned by central government and implemented by independent organization; 9. Teachers should have the freedom to choose the teaching profession as the stepping channels; 10. The findings of this research showed the profession and transparency of assessment and the teacher representation were very crucial. Five recommendations were proposed for further administrative and research study.