臺灣地區中小學教師分級制之實証研究

An Empirical Study of the Career Ladder Program of the Teachers of Primary and Secondary School in Taiwan

本研究旨在探討中小學實施教師分級制度及其可行性，採用文獻分析法及調查研究法進行研究。首先以文獻分析法，來蒐集教師分級之有關理論文獻，加以歸納整理後，再分別從教育學、心理學及社會學角度研析教師分制度的相關理論觀點，另蒐集美國、日本、大陸地區及台灣地區中小學教育人員人事現況及職業分級制度實施情形，作為編製預試問卷之依據。最後本文再從台灣地區的中小學教育人員中分層隨機抽取（stratified random sampling）1600人（國小教800人、國中教師400人、高中教師200人、高職教師200人）進行問卷調查。問卷共回收1129份，扣除填答不全者74份，有效問卷1055份。本研究之結論共有13項，文末並對行政機構、學校行政及教師個人提出11項建議。

This study was designed to discuss the practice and feasibility of the career ladder program for teachers of elementary and secondary schools by the document analysis method and the survey method. First， I applied the document analysis method to collecting the theoretical documents about the career ladder program in question and then synthesized these documents. Second， I analyzed the theoretical points of view of the career ladder program for the teacher in terms of education studies， psychology and sociology. In addition， I designed pre-test questionnaires based on the present situation and the profession career ladder program of the teachers of elementary and secondary schools in America， Japan， mainland China， and Taiwan. Finally， a questionnaire was designed to take a sample of 1600 elementary and secondary schools teachers in the Taiwan area （800 elementary schools teachers， 400 junior high schools teachers， 200 senior high schools teachers， and 300 vocational secondary schools teachers）. Out of the 1600 questionnaires， 119 questionnaires were returned- 74 questionnaires were invalid， while 1055 questionnaires were valid. Conclusions were drawn for 13 points and， 11 suggestions for teachers， administrative bodies and school authorities were made.