A Comparative Study on Elementary School Teacher Transfer System among Taiwan, Australia and U. S. A.

• Main Authors: Miao-Ni Guo, 郭妙霓
• Other Authors: Fang-Shen Chiang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/31146611824604975832

碩士 === 國立暨南國際大學 === 比較教育研究所 === 90 === Through reference to comparative method presented by G. Z. F. Bereday, this study is to explore and to compare the implementation of elementary school teacher transfer system among Taiwan, Australia and U. S. A. This study is also expected to afford the suggestions to plan elementary school teacher transfer system in Taiwan. The aims of this research are as follows: 1. To analyze the background of elementary school teacher transfer system among Taiwan, Australia and U. S. A. 2. To probe the implementation of elementary school teacher transfer system among Taiwan, Australia and U. S. A. 3. To explore the characteristics and problem analysis of elementary school teacher transfer system among Taiwan, Australia and U. S. A. 4. To evaluate the feasibility of implementation of the study and to afford suggestion to elementary school teacher transfer system in Taiwan. Secondly, the conclusions of this study are try to find the trends of elementary school teacher transfer system among Taiwan, Australia and U. S. A. and to establish the rule of elementary school teacher transfer system. The trends are divided into three parts of elementary school teacher transfer system. Part One is factors influencing elementary school teacher transfer system. Part Two is the implementation of elementary school teacher transfer system. Part Three is the characteristics and problem analysis of elementary school teacher transfer system. Finally, based on the above, the main suggestions of this study and future study are as follows: 1. To promote the law level of teacher transfer. 2. To make easy to obtain transfer information. 3. To protect the benefit of teachers’ job. 4. To meet the personnel need of the school. 5. To accept equal education for students. 6. To improve the professional development for teachers.