Research on Teacher's Union in Taiwan-Discussion from the View of Political Society

• Main Authors: Tin-yei Shyu, 徐庭儀
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/06260706936919791318

碩士 === 南華大學 === 公共行政與政策研究所 === 91 === 　　Conventionally and as a matter of fact, the expectation to teachers has been drawn an equal mark with abstract morals and general public’s benefits. People expect teachers to be self-restricted with more spiritual value. As to the right of convention or association, they are not identified as labors. Furthermore, as the custom left by ancient generations of the ideology of hierarchy still exists, so that, under actual regulations, not only the teacher’s autonomy of professionalism has not yet been assured, since they are not identified as other professionals, such as doctors, lawyers, and accountants who can organize their own associations, but also they are neither identified as unionists to form a union to use their own professional negotiation methods to deal with their rights, obligations, professional morals, even dispute, or arbitration matters. We may say that their burden is heavy and the road is long. As to all kinds of protections to their working rights, if we just depend on the actual teachers’ legal organization “National Teachers’ Association, R.O.C.”, it’sobviously too weak. 　 In a civil society, it is normal to use the power of group, by means of legal organization’s convention, going on strike, teachers’ strike in order to fight for their rights and interests. We even may use the mode of pressing groups to affect public policies. Nevertheless, all of the above-mentioned depends on the governing bureau could be open-minded and could respond them adequately. In the developed countries, like e U.S.A., England, Japen, and Korea, they have a more mature and professional teachers’ organization with a complete and significant contribution on setting teacher’s strike into action, fighting for rights and interests, professional negotiations, professional developments, and researches. We expect that the special way of giving relief to protect our teachers’ rights and interests – teachers’ strike and other strikes, which are considered as passive methods, will be only for stand-by, not for use. We have to operate actively this profession’s power to set up an autonomy convention in order to raise the professionalism of education, to get involved in the social education activities with enthusiasm, and incarnate the public welfare together with the legal domination power.