| Summary: | 碩士 === 國立屏東師範學院 === 教育行政研究所 === 93 === Abstract
This study aims at probing into the primary school teachers’ opinions towards the teacher career ladder program. Based on the career ladder project proposed by Ministry of Education (MOE), the researchers surveyed on primary school teachers in Kaohsiung city in order to investigate teachers’ viewpoints towards the career ladder program, explore the theories of human resource management, professional socialization and teacher career ladder program, inquire about the present situations of teaching systems in Taiwan and overseas, and discuss the study of teachers’ career ladder program in Taiwan.
To achieve the research purposes above, the research adopts literature review, questionnaire survey, and on the-spot interviews. Questionnaire surveys and on the-spot interviews were conducted throughout the public primary school educational personnel, including school principals, primary school teachers who are part-time administrators (TPTA), intern teachers and the personnel directors. Education administrators of Kaohsiung’s Education Bureau whose professional work is related to teacher career ladder programs also participated in the surveys and interviews. The stratified random sampling was used to select 1,083 primary school educational faculties. 896 valid samples were returned with the response rate as 82.73%. Four primary school teachers under present employment, four excusive education administrators of Kaohsiung’s Education Bureau, and one personnel director from primary school were chosen to join the on the-spot interviews. The research results were summarized as follows:
1.Most of the primary school education personnel believe the teacher career ladder program could urge teachers on learning, setting the teachers’ goal of lifelong learning and reinforcing teachers’ professional responsibility.
2.If one could voluntarily participate in the teacher career ladder program, more than 50% of the primary school education personnel would take this program. However, there is still more than 40% of the school personnel declared that they would either refuse to join career ladder program or refer to the final clause of this program. The major anxiety from this program included the “fairness and objectivity of teachers’ evaluation”, the minor included the “vicious competition” and “parents’ choices towards teachers”.
3.Most of the primary school educational personnel believe the teacher ladder program should adopt four ladders, with the teachers’ titles as primary-level teachers, intermediate-level teachers, higher-level teachers and advisory counselors. Most of them also believed five to six years is the most reasonable seniority for a promotion.
4.Most of the primary school educational personnel agreed that teacher career ladder program should have the designs of advanced promotions.
5.More than 50% of the primary school educational personnel concerned that there were no time-limited for promotions in the career ladder program.
6.The majority of the primary school educational personnel agreed to assign different professional responsibilities according to different career ladder.
7.The majority of the primary school educational personnel agreed to have responsibility plan towards teachers’ ladders accordingly.
8.The majority of the primary school educational personnel agreed to take “seniority” and “learning credits or hours” as the criteria of applying for document review and promotions.
9.Under the teacher career ladder program, the majority of the primary school educational personnel agreed to take “seniority”,” teaching and research performance”, and “learning credits or hours” as the criteria for promotions.
10.The majority of the primary school educational personnel agreed to rank “perusing further professional education” and “professional performance” as the first priority for considering promotions.
11.The majority of primary school personnel agreed to limit the numbers of advisory counselors.
12.The majority of primary school educational personnel agreed to grant teaching certificates with the label of different career ladders, building up the certification systems.
13.The majority of the primary school educational personnel agreed that school principals could be chosen from higher-level teachers and advisory counselors, with the limitation of tenure.
14.Most of the primary school educational personnel agreed that teacher career ladder program could be applied under the circumstances of not harming the rights of incumbent teachers.
15.Most of the primary school educational personnel agreed that the teacher career ladder program proposed by the MOE could review the school organizations during the promotion application of teachers.
16.The research results indicated that the primary school educational personnel have different point of views towards who the representatives of promotion investigation committees are and how many are they.
17.The primary school educational personnel believed that there is little difference between each level in the career ladder program.
18.The primary school educational personnel agreed to reduce the teaching hours and to increase research funds as the methods of stimulating teacher career ladder program. Yet, other incentive strategies should be developed.
19.The majority of primary school educational personnel agreed to consider professional special education as a requirement of promotion; the special education learning program should be at least worth one credit or 18 hours.
20.Nearly 50% of the primary school educational personnel agreed with the learning subjects in teacher career ladder program planed by MOE, while still had doubt about them.
21.More than 50% of the primary school educational personnel believed that the present systems and functions of further education institutions were insufficient for the teachers’ learning needs.
According to the research results, some suggestions were proposed.
1.Declare the concepts of teacher career ladder program and enhance the communication among different departments.
2.Add education laws and regulations to teacher career ladder program.
3.Establish the standards for teacher evaluation, and conduct professional examinations.
4.Extensively set up in-service education systems in order to balance the agriculture and urban development.
5.Drive school teachers’ spontaneous learning behavior.
6.The protocol of teacher career ladder program from MOE should deliberate the following:
(1)Titles of teachers’ career ladder should be further neutralized.
(2)Reduce the seniority limitation for promotions; set up different seniority limitation according to the different job positions.
(3)Plan fluent promotion channel through teaching and administration.
(4)Properly adjust salary difference among different job positions.
(5)Implement the teaching certification systems.
(6)Implement the intern teachers’ counseling programs.
Key Words：Primary school educational personnel
Teacher career ladder program
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