教師背景與初職位置：中學教師背景特質對取得各類型教職位置的影響

Teacher's Background and the First Teaching Job: The Effects of the Background Characteristics of High School Teachers on Their First Teaching Job-Getting

目前中學教師供過於求的情形，已使得其教職位置的取得愈來愈市場化。本研究藉由各類型中學新制教師特質的分布情形，說明師資培育制度改革後教師背景特質對取得初職位置的影響。本文先以邏輯迴歸分析探討影響私立高職教職取得的背景變項作用，其次以私立高職教職為參照組的多元邏輯迴歸分析，探討影響其他類型教職取得的背景變項作用，結果發現教師背景特質對取得公立學校教職與私立高職教職的影響效果有明顯差異。比較各類背景特質的作用，人力資本變項的影響最為重要，它對於取得私立高職教職位置，有相對性的負向顯著影響；另一方面，它則是影響公立學校教職位置取得的有利變項，其中教師甄試表現、學歷種類和學歷高低的影響最顯著。

Since the new Teacher Education Act in 1994， the oversupply of teacher candidates brings to change the first-teaching-job-getting (FTJG) from traditional embedded approach to a new quasi-market one. This article tries to delineate the effects of the background characteristics of high school teachers on their FTJG. I took the private vocation-high school as a basic group and analyzed the effects of related factors on it with logistic regression. Then I explored the effects of related factors on the others categories through multinomial logit model with private vocation-high school as the reference group. In summary， the entrants’ human capital is not beneficial to the FTJG of the private vocation-high schools. However the effect of human capital is the most important to the FTJG of the public schools， especially according to the performance of the job-seeking test， and the objective variables of education background.