| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 89 === Abstract
This research is aimed at discussing the teachers’ compensation system (TCS) in elementary schools and high schools in Taiwan. There are four purposes involved: (1) realizing the theories concerning TCS, (2) analyzing and comparing TCS in Taiwan, US, and Japan, (3) understanding what the teachers in Taiwan think about TCS nowadays and how they will expect an ideal one in the future, (4) drawing a conclusion as a suggestion for our government to constitute a better TCS.
In order to reach the purposes above, two research methods are used literature and questionnaire study. The researcher compliled “A Questionnaire for Desiging” as a tool. The study includes the opinion of 1550 teachers which are randomly selected in seven cuties.
The results of the research were as following：
1Comparison of the TPS statutes in Taiwan, Japan and US:
(1) In Taiwan and Japan, the TPS statutes are constituted by central governments, whereas by local government in the US.
(2) The organization in charge of paying elementary and high school teachers in Taiwan is different from that in Japan and US.
(3) In Taiwan and Japan, a statute respectively rules TCS’s in the whole nation, whereas in the US, TCS’s differ from place to place.
2Structures of the teachers payment in the three countries:
(1) Teachers’ payment in Taiwan, like in US and Japan, is based on teachers’ duration and available promotion.
(2) In Taiwan and US, elementary and high school teachers are paid respectively according to a single salary table, whereas in Japan elementary and junior high school teachers are paid differently from those in senior high school teachers; that is, there are two salary tables.
(3) Elementary and high school teachers in Taiwan and US are paid on the basis of single-salary. The criteria of teachers’ salary in the three countries are on the basis of teachers’ duration and education backgrounds.
(4) In Taiwan and Japan, elementary and high school teachers’ salary is divided into base salary and extra pay, but it isn’t in the US.
(5) The contents of teachers’ bonus in Taiwan and Japan are similar, whereas in the US teachers are given bonus based on their performance.
3Comparisons of the levels of the teachers’ salary in the three countries:
(1) Among the three countries, teachers teaching for the first time get the highest pay in Taiwan, lower in Japan, the lowest in the US.
(2) The distances between levels of teachers’ salary are bigger in Japan than in Taiwan or in the US.
(3) in Taiwan, the duration to reach the highest pay for the elementary and high school teachers is the shortest of the three countries.
AQuestionnaire conclusions:
1、Base salary and extra pay for the academic study:
(1)Teachers think that their “service duration” need to be taken into consideration when their levels of payment are constituted.
(2)Most of the teachers think the following three points in our TPS are “reasonable”: (a) the starting salary of the teachers teaching for the first time, (b) the duration and the method of salary increase, (c) the different starting salaries based on the teachers’ education backgrounds.
(3)Teachers object to the cancel of promoting four levels of payment, which used to be bestowed on the teachers finishing “forty-credit course.”
(4)Teachers agree that the teachers who finish the in-service graduate courses and obtain their Masters should get a salary increase by six levels.
(5)Teachers consider it “reasonable” to divide the academic study extra pay into four levels on the basis of the teachers’ duration of the service and their education backgrounds.
(6)Teachers think that “expertise acquisition” needs to be taken into consideration when the academic study extra pay is constituted.
2、Extra duty allowance:
(1)Almost all the teachers think classroom teachers’ pays are too low.
(2)Teachers think that it is “unreasonable” for the section heads above base pay 290 to get as much extra duty allowance as the division heads or the principals.
(3)Teachers consider that both the division heads and principals in elementary and high schools get “reasonable” extra duty allowance.
(4)Most teachers agree that the principals get extra duty allowance according to the size of their schools.
3、Extra allowance for special regions:
(1)Most teachers think that extra allowance for special regions can attract the teachers to the schools in the mountains, solitary villages, or islands.
(2)Teachers consider that the criterion now for the extra allowance for special regions is “reasonable.”
(3)Teachers think that extra allowance for special regions can not attract the teachers to the high mountains’ schools.
(4)Most teachers don’t approve of the extra allowance for the teachers in metropolitan areas.
4、Bonus:
(1)Most teachers agree to year-end bonus and merits bonus.
(2)Teachers think that “teaching competence” and “teachers’ moral character and integrity” should be included in the criteria of evaluating teachers’ performance.
(3)Teachers think that when a school has less than twenty teachers, it is “unreasonable” to let the principal, instead of the teachers’ performance evaluation committee, evaluate the teachers directly.
(4)Teachers think that the teachers’ performance evaluation committee in every school is not really able to evaluate the teachers in the school.
(5)Most teachers don’t agree to limit the number of the teachers that can be merited A-class.
5、Other issues of TCS:
(1)Most teachers think that the existent teachers’ compensation system in Taiwan can attract excellent teachers.
(2)Teachers think that when they wanted to be teachers as their careers, they chiefly considered their“job security .
(3)Teachers commonly have no intentions of changing their jobs.
(4)Teachers commonly think the current pay can meet their needs.
(5)Teachers think that the annual adjustment of teachers’ salary should include “Average National Income” as a chief factor.
(6)Teachers “approve” of imposing income taxes on the elementary and high school teachers.
(7)Currently the weekly hours that a teacher needs to teach are different among the teachers in elementary schools and those in high schools. Whether it is fair or not, a further research is needed
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