Teacher’s Power in Elementary School -It’s Changing after the Implementation of Teachers Law

• Main Authors: Shu-fan Lin, 林淑芬
• Other Authors: 沈姍姍
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/27442861406752328327

碩士 === 國立新竹師範學院 === 國民教育研究所 === 89 === ABSTRACT The focus of this study is on the change of teacher’s power in elementary school after the implementation of the Teachers Law. As a matter of watershed, we will first get into the theoretical basis of teacher’s power and, next, compare the difference and current status of teacher’s power before and after the announcement of the Teachers Law, using teachers in elementary school as our base of study. The methodology of this study primarily uses bibliographies and analysis of documents. In analyzing related theories and laws and regulations concerning teacher’s power existent before and after the announcement of the Teachers Law, we are able to understand the changing status of elementary school teacher’s power in classrooms, schools and professional organizations. This study is further assisted by the use of interviews that enables us to understand the current employment status of elementary school teacher’s power, and the impact upon the teaching profession, student learning and school administration as a result of the change of teacher’s power. It is on the basis of what have been stated above, we have come to the conclusions and recommendations below: A. Conclusions: 1. Prior to the implementation of the Teachers Law, elementary school teachers used to enjoy the teaching method at the classroom level, the manner to guide student home work, option of selection and design for teaching assessment. 2. After the implementation of the Teachers Law, however, a clear definition for the classroom level teaching and assistant supervision has been set up, rights of interactivity with parents established and autonomy of teaching assessment lessened. In addition, teacher’s power at the school and professional organization level has been increased. 3. The employment status of teacher’s power, after the implementation of the Teachers Law, at the classroom-, school- and professional organization-level is shown as follows: a. Awareness of teacher’s power is not adequate. b. Willingness of teachers in the employment of teacher’s power at the classroom level has upgraded gradually. c. Factors that affect the willingness of teachers in the employment of teacher’s power include the teachers themselves, schools, the system and parents. d. There is difference between actual employment and ideal with regard to teacher’s power at the classroom level. e. Employment of teacher’s power at the school level for most of the time has been independent and is not disturbed by outside power. f. At the time of writing, the employment status of teacher’s organizations at all levels leaves room to be desired. 4. The impact of change of teacher’s power upon the teaching profession, student learning and school administration is as follows: a. Increase of teacher’s power at the classroom level will benefit teacher’s confidence, growth of professionalism, professional authority, professional image and professional standing. However, added teacher’s power at the classroom level is not necessarily connected with the teaching profession. On the increase of teacher’s power at the professional organization level is nonetheless producing more negative image on the professional standing of teachers. b. Increase of teacher’s power at the level of classroom, school, and professional organization has positive influence over motive and interest of student learning as well as learning atmosphere and interactivities between teachers and students. c. Increase of teacher’s power at the classroom level is helpful in promotion of curriculum reform policy while the added teacher’s power at the level of school and professional organization may easily lead to conflict and standoff between teachers and the school authority. B. Recommendations: 1. Toward educational administrative agencies: a. In order to establish the standards of teacher’s legal authority, it is suggested that related laws and regulations be revised at an accelerated pace and supplementary measures be strengthened. b. Subsidy be made to teacher’s associations in the form of expenses and manpower so as to enable the teacher’s associations to operate in a normal manner. 2. Toward administrative staff of elementary schools: a. School principals are suggested to lead the school administration in a democratic manner and respect teacher’s autonomy in attending school business. b. To implement administrative support toward teaching and respect the professional autonomy of teacher’s curriculum and teaching. c. To prepare guidelines with respect to school assistance and supervision over students and promote rationalization of teacher’s assistance and supervision over students. d. To recognize the meaning of campus authority sharing and respect and recognize teacher’s employment of power at the school level. e. To support establishment and operation of teacher’s association and assist in the solidification of teacher’s association function. f. To establish communication channel and dialogue mechanism and offer more opportunities to allow teachers to express their opinions. 3. Toward elementary teachers: a. To express more concern about educational ordinances and elevate awareness of teacher’s power. b. To participate in workshops/seminars for further advancement and improve professional ability in curriculum design and teaching. c. To aggressively participate in employment of power at various levels and be brave at expressing various opinions. d. To care about the growth of teacher’s association and be an active part in various teacher’s association activities. e. To professional teacher’s organizations, the advice is to vigorously accomplish the mission of Article 27 of the Teachers Law. f. To augment employment of teacher’s power will produce positive effect upon teacher’s profession, student learning and school administration. 4. Toward further studies in future: a. With respect to teacher’s power at the level of classroom, school, and professional organization, the study focus is suggested to be at the individual level to conduct case observation, analysis or experimental study. b. Expanded studies are suggested at private elementary schools on the subject of teachers, conventional authority and personal integrity influence.