中國中小學教師職稱制度之分析

Analysis on Professional Title System of Primary and Secondary School Teachers in Mainland China

教師職級制度是促進教師專業發展與學習的一個可行途徑。本文旨在探討與分析中國中小學教師職稱制度，結果發現，中國教師職稱制度實施目的在激勵教師教書育人，以及建設高素質專業化的教師團隊，共區分為五級，各級教師在思想教育、專業能力、教學能力、研究能力、領導能力以及學歷與資積等標準上分別有不同的要求；評審由高水平教育教學專家和經驗豐富的教師擔任，審查乃是針對中小學教師的業績和能力進行多元的評價；至於獎勵，則是將教師職稱與薪資連結。最後，本文也據以提出八點建議，做為臺灣未來規劃與實施教師職級制度之參考。

Teachers Professional Title System is served as one of the feasible paths for promoting teachers’ professional development and learning. This study aims to investigate and analyze the Professional Title System of Primary and Secondary School Teachers. The results show that the purpose of the Teachers Professional Title System is to encourage teachers to focus on instruction and to build high-quality and professional teacher teams. The Teachers Professional Title System has five rails or levels, each of which has different requirements in terms of ideological education, professional ability, instructional ability, research ability, leadership ability, and education background as well as their accumulated years of teaching. The reviewers are mostly exceptional educational and instructional experts and veteran teachers. The reviews on teachers is to do multiple teacher appraisals on elementary and secondary teachers’ accountability and their abilities. The rewards of the system are to combine the reviewed results with teachers’ position titles and salary ladders. Finally, this study proposes eight suggestions for the future planning and implementation of teachers professional title system in our nation.