A Study of the Closure Mechanism for Incompetent Elementary and Middle School Teachers in Taiwan

• Main Authors: Chen,Chin-Feng, 陳金逢
• Other Authors: Lee,Yu-Jun
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/94862493527867121434

碩士 === 國立暨南國際大學 === 公共行政與政策學系 === 100 === The purpose of this study is to explore the closure mechanism for incompetent elementary and middle school teachers, and propose concrete suggestions based on research results. The findings can serve as a reference for education administration authorities, elementary and middle schools, and teachers. The focus of education is students, and dealing with incompetent teachers should focus on maintaining the educational rights of students, only if the students’ educational rights are maintained can teachers realize their professionalism, can schools become sites for educational functions and all students receive good educational quality. The existence of incompetent teachers in schools has produced many negative influences on the work morale of teaching peers at the school, students’ educational rights, school atmosphere, school management authority, and social perceptions of schools. However, the current closure mechanism for incompetent teachers still has many problems. Thus, this study evaluated the items under Clause 14.1 of the Teacher’s Act. The parts in item 7 and item 9 about uncertain legal concepts are organized through the decisions of the Executive Yuan and complaint evaluations of Taiwan Provincial Teacher Grievances Committee, to categorize “inappropriate behavior damaging to the way of teachers,” make it abstract, so that the determination based on uncertain legal concepts can be concretized, in order to ensure the three determination standards for incompetent teachers; “poor instruction or inability to carry out one’s work” which evaluates the referential standards of the Ministry of Education to establish the types for the item and to concretize it. The types of incompetent teachers and concretized referential standards are established so that the evaluation criteria of the teacher review and evaluation committee on incompetent teachers can be objective to avoid different evaluation values due to personal values. With a good closure mechanism for incompetent teachers, it is possible to maintain student rights and enhance the work morale of qualified teachers. The teacher evaluation for professional development should be connected to the closure mechanism of incompetent teachers, so that the professional performance of teachers can involve feedback and reflection, self-evaluation, with positive functions in encouragement, rewards, and assistance in teacher development in their professional performance, providing benefit to students. This would allow schools to sense whether a teacher would need counseling or assistance, and remove incompetent teachers from the realm of education, encourage teachers to continue elevating their professional abilities, while also ensuring the learning rights of students.