| Summary: | 碩士 === 國立交通大學 === 教育研究所 === 100 === The development of teachers organizations in Taiwan has a history of over one hundred years since the Ching Dynasty. During the last several decades, with the growth of the social-economic environment and the revival of human rights, teachers union has replaced other related organizations and become an important spokesman for teachers. Due to these transformations, once permeated by official colors, teachers organization has already turned into free groups led by civil society. Moreover, after the newly revised Teacher’s Act in 1995 and Labor Union Act in 2011, the teachers union has entered into a new era.
The purpose of this paper is to provide a new interrelated notion upon teachers’ union, such that an investigation is made to explore (i) teachers’ cognition about its union, (ii) functional perspectives, (iii)willingness of participation. A few suggestions are raised as to the operation of teachers union and also offers some insights to the teachers, schools and educational administrations for future implementation.
In order to accomplish the purpose, this research uses literature review as well as questionnaire survey designed by the researcher. This fuzzy questionnaire entitled as “teachers’ cognition for teachers union and the willingness for participation” is aimed for Taipei junior high school teachers. Through the stratified random sampling, a total of 215 surveys were sent out, by which we collected 160 valid and 11 invalid samples. Then, by using descriptive statistics, fuzzy mean, fuzzy mode and chi-squire homogeneity test, we try to grasp the underlying meaning of each data, furthermore, to provide a link which otherwise may have ignored or overlooked. A thorough examination led us to the following findings and conclusions:
1. Teachers agree with the necessity of establishing the teachers
union.
2. Teachers agree that teachers union is a labor natured
organization, and its establishment will not affect the
professional image of teachers.
3. Teachers generally agree that teachers union should have the
function of striving for the teachers’ right, enhancing teachers’
professionalism, participating educational decision-making and
servicing for teachers.
4. Regardless of gender, current positions, the university system,
the highest degree, the school type and of the teachers
organizations, teachers are consistent with the cognitive view of
its union.
5. Except for those served as administrative staff that showed strong
disagreement, most of the teachers reveal proportion of strong to
slight agreement regarding the teachers’ right.
6. Female teachers, full-time teachers without obligation as mentor
or administration, teachers with 10 but less than 5 years of
teaching experience and private school teachers indicate higher
ratio in enhancing teachers’ professionalism.
7. In terms of participating educational decision-making, female
teachers, full-time teachers without obligation as mentor or
administration, teachers with less than 5 years of teaching
experience, as well as private school teachers demonstrate a
significant difference than others.
8. As to the point of services available from teacher union, female
and junior teachers are exhibiting a higher ratio than teachers
otherwise.
9. Except senior teachers, the majority of teachers agrees with
establishing teacher union, and is willing to become members of
teachers union because of the same reasons stated as No. 4.
On the basis of the above findings, we contribute practical suggestions for teachers union, educational authorities, administrative and for further study
|
|---|
