教育變革下的教師本體安全感意涵建構及啟示

The Constructing and Implications of Teacher Ontological Security in the Context of Educational Reform

本文在於探討並建構教師本體安全感的意涵，冀望從社會取向強調外在環境之跨域視角，以提供教師省思及學校治理與領導的方向。考量學校組織情境及教師工作特性，本文將教師本體安全感定義為：教師本體安全感係指教師個人與學校環境的互動結果，透過教師自我認同，以及學校成員間信任關係和同儕社群合作協作，且獲得學校支持，所建構而得一種教師的穩定、免於憂慮之心理狀態。具體而言，維護教師本體安全感的途徑包含自我認同、信任關係、同儕社群及學校支持等四個要素。總括說來，當教師建立本體安全感，面對教育變革可減少焦慮較為安心，不會選擇抗拒或逃避，有信心不擔憂地勇於迎接挑戰，而降低外部紛至沓來的環境變化對教師的負面影響及衝擊，共同創造更美好的教育理想。

This paper explores and constructs the meaning of teacher ontological security, hoping to provide guidance for teacher reflection and school governance and leadership from a social perspective that emphasizes the external environment. Taking into account the school organizational context and the characteristics of teachers’work, this paper defines teacher ontological security as: Teacher ontological security refers to the interaction between the teacher and the school environment, a stable and worry-free psychological state achieved through self-identity, trust among school members, collaboration with peers, and support from the school. In summary, when teachers develop a sense of ontological security, they can face educational change with less anxiety and greater ease. They will not resist or avoid it, but will confidently and fearlessly embrace challenges. This reduces the negative impact and impact of the cascading external environmental changes on teachers, and together they can create a better educational ideal.