公立與公辦民營小學教師專業自主性比較研究:以宜蘭縣為例

• Main Author: 林俊諺
• Other Authors: 張世杰
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/11939934144998587693

碩士 === 佛光人文社會學院 === 管理學研究所 === 92 === ABSTRACT This study compares public and privately-run charter primary school teachers’ autonomy in their profession. Twelve teachers from public schools and six from charter ones in Yi-Lan County are selected to be the subjects of the study. Using qualitative research methods including literature review fieldwork interviews and participant observation, this research collects data by semistructured interviews.Based on the purpose and methodology of the study mentioned above, the study comes to the following results: A. School Organization and Operation Because of different regulations for the set-up of a school, public primary schools are more bureaucratic in terms of its administrative structure and operation than privately-run charter schools. Given slack in school set-up rules, the charter ones have more autonomous space and flexible organization and are run in a more professional mode. Students enrolled in the public primary schools mainly come from their school districts; the major student body in charter ones is gained from outside of its school district. B. The Factors That Affect Teachers’ Professional Autonomy: 1. In terms of teachers’ personal factors, the effects on teachers’ professional autonomy are almost the same in the two different school systems. 2. On school level, most principals in the public primary schools tend to use their authority over teachers, which means school administration always comes before teachers’ profession. As a result, teachers’ professional autonomy is greatly restricted. But principals of privately-run charter schools run schools with their educational profession. In this case, school administration only acts as backup for teachers’ teaching which always comes first. Naturally, teachers in charter schools can have a bigger space to develop their profession. 3. Outside school, public primary schools are directly under the supervision of their bureaus of education. Because of such relation, teachers’ professional autonomy is indirectly controlled by local governments. On the contrary, privately-run charter schools are less controlled by the bureaus of education since charter schools are also the so-called “experimental schools,” given more autonomy in schooling. Parental factors are the least effects on teachers’ professional autonomy because almost all parents teachers’ teaching no matter it is in the public primary schools or charter ones. C. The Supposed-to-be and Realistic Aspects of Teachers’ Professional Autonomy: 1. When it comes to teachers’ professional autonomy in classroom, both school systems authorize their teachers to develop their profession. The supposed-to-be and realistic aspects of professional autonomy can all be realized in classroom. 2. Public school teachers seldom get involved in school affairs; therefore, teachers’ profession which is supposed to be developed in school is blocked from the reality. Teachers in charter schools take active part in school affairs and are usually encouraged by school administrators to do so. Their professional autonomy in both supposed-to-be and realistic aspects is fully put into effect. 3. Only very few large public primary schools would establish teachers associations and ask their teachers to actively participate in the activities organized by such groups. In other public schools is rarely seen such a teachers organization. Also, teachers in those schools seldom speak out their personal opinions. Thus, their professional autonomy in supposed-to-be aspect collides with its realistic one. Although charter schools do not have any such formal associations for teachers, frequent interactions among teachers help take form of a strong community and further enhance their professional development. Teachers’ performance in supposed-to-be and realistic aspects is consistent. D. Teachers’ Expectation of Their Professional Autonomy: 1. Public primary school teachers think teachers should actively express their ideas to help schools grow. It is not right to let school administrators decide the direction of school development. Charter school teachers hope that they can understand more about how their schools are operated. Bu teachers in the two school systems all expect themselves to continue to grow professionally and develop teachers professional growth unions. 2. Public primary school teachers hope that there will be less bureaucracy,complete autonomy without interference from thebureaus of education, backup from school administration with less and unnecessary meddling and control. Charter school teachers hope that class instructors’ job will be taken up by the best teachers because the purpose of a school’s existence is to educate students, and class instructors have the greatest influence on students. 3. Teachers from both school systems all think that the bureaus of education should not stress the importance of a nice and neat presentation of paperwork by schools but students’ learning effects. Local governments should assist schools solve problems not act as a supervisor to control schools. 4. Teachers of the two different school systems all believe that family’s role in education should be enhanced; or, students’ learning will be less effective. Based on the results found, this study proposes the following suggestions to: A. Public primary schools 1. School administration should give all its support to teachers’ profession. 2. Schools should establish teachers associations and encourage teachers to take advanced education program. 3. Unsuitable teachers should be screened out under strict review standard. 4. Schools should be led by teachers. 5. Schools should build up a good rapport with parents and win their support. B. Privately-run Charter Schools 1. Charter schools should exchange resources with public schools. 2. Teachers should understand how school administration is operated, and they should take part in it. C. The Bureaus of Education 1. Reconsider the election methods for primary school principles.Revise the school review methods. 2. Open up more channels for multiple education modes. 3. Legislate privately-run charter primary school teachers’ rights. D. Parents 1. Emphasize family values. 2. Enhance communication with teachers and support them. E. Further research 1. Select research subjects nationwide. 2. Use quantitative methodology