探究公立學校轉型實驗教育學校的師資困境――質性後設分析研究

A Study of Teacher’s Difficulty in the Public Schools Changing to Experimental Education Schools--Qualitative Meta-analysis Research

本研究以公立學校轉型實驗學校為對象，探究教師身處學校創新歷程的困境。透過困境現象的揭露，理解學校現場面對轉型的真實樣貌，以期能解決學校轉型與創新的核心問題。本研究以質性後設分析，從九篇個案研究分析出以下結果：一、公立學校體制的僵化，現有師資難以符應實驗學校的需求。二、教師對實驗教育的認同感不易在短時間建立。三、家長治理學校權力逐漸高漲，影響教師的教學自主權。四、學校轉型增加教師沈重的工作負荷。本研究提出以下建議：一、政府端應給予公立實驗教育學校適度的體制鬆綁與法規保障，讓第一線教師獲得更多實質性的支持。二、建立實驗教育的師資培育體系，讓未來臺灣的師資人才更加多元與創新，符應教育發展的趨勢與潮流。

This study tried to understand teacher’s difficulty in the public schools which were transformed into experimental education schools. This study used qualitative meta-analysis to analyze nine case studies. The results showed that, first, structures in most public schools are rigid, therefore teachers are hard to change and meet requirements of experimental education schools. Second, it is not easy for teachers to establish the identity with experimental education in a short time. Third, the power of parents to manage schools is gradually increasing, which affects teachers’ teaching autonomy. Fourth, teachers’ workload had actually increased. This study suggests that, first, the government should amend the law and school system for public experimental education schools, so that teachers can get more substantive support and change. Second, the country should establish a teacher training system for experimental education. Then, teachers in Taiwan will be more diverse and correspond to the trend of education development.