美國教師工會之發展：兼論對臺灣組織教師工會之啟示

The Development of Teacher Unions in USA

許多國家的教師為主張自己的權利，都有類似工會性質的教師組織，一般而言，工會具有勞動三權－－團結權、集體協商權與爭議權。2002 年9 月28 日之教師節，在教師會的動員下，十萬教師寫下了中國教育史上走上街頭之首次紀錄，在此次遊行的訴求之一即為爭取教師組織工會之權利。本文就美國兩大教師工會：全美教育協會(The National Education Association)與美國教師聯盟(The American Federation of Teachers)為例，探討其：第一、教師權益保障、教師專業成長、及教育品質提升等任務與功能；第二、教師工會在集體協商權之運作後，因將自身利益超越學生、家長與社會，而導致負面評價之聲不斷之情形；第三、前述兩大工會之發展趨勢，及因性質愈近後合併之議及夥伴關係之建立等；第四、教師工會對社會批判之回應，及因此在組織發展方向之變革等為主題。最後並提出其對台灣教師組織工會之幾點啟示：教師之合法權益應得到保障；教師工會組織成員宜具多元性；教師工會宜刪除學校層級，並依層級劃分權責；允許不同主張之教師工會存在，教師並得自由選擇加入；權益保障與專業提升應同為教師工會之兩大主軸；教師工會之運作須有適法監督之機制；教師工會之存在宜從本質上再審思。

To defend their own rights， teachers in various countries organize teacher’s organizations similar to the union. In general， the union is entitled to three rights， that is， to organize， to bargain collectively and to engage in other concerted activities for the purpose of collective bargaining or other mutual aid or protection. On Confucious’ Day in 2002， one hundred thousands of teachers launched a street marching campaign， the first of its kind in Chinese educational history， in an effort to plead for the rights of teacher’s union. The purposes of this study are to explore the America’s teacher organization “The National Education Association(NEA)” and “The American Federation of Teachers(AFT)” how their operation， including its position， organization， functions， commentary， and development. Finally， it recommendations for the settlement of issues in relation to the teacher’s union in Taiwan.