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| Title: | 國小教師生涯階梯制度規劃與評審指標之研究 |
| Authors: | 楊慶麟 |
| Contributors: | 邱錦昌
楊慶麟 |
| Date: | 1997 |
| Issue Date: | 2016-05-11 |
| Abstract: | In Taiwan, elementary school teachers get the license and start teaching career when they have past many examinations and different tests. For decades later, most of them get same treatment, social status, regardless of teaching ability or job efforts.
Difference between teacher salary scales merely lies on teaching years, it doesn’t depends on teaching accountabilities and performances, such “thirty years and zero scholastic credit” system makes teachers self-development gradually dilatory and professional images becoming declined daily.
During teaching career, from graduation to retirement, a novice teacher goes through youth, manhood, middle adult and old ages, may not know guidelines to follow, if without any career development program to assist them.
“Elementary School teacher Career Ladder Program” indicate to encourage teacher self-fulfillment, attend school or social institution various studies, participate academic activities and research. From evaluation aspect, it included three steps. First, any teacher who attends program voluntary have to be examined by study, writing, research, service years and annual accountabilities evaluation grades.
Conclusion shows that:
I. Teacher careere ladder correlative issues:
1. Study channel and content can’t satisfy elementary school teachers.
2. “Public school teacher service performance evaluation rules” should be amend as early as possible.
3. Teacher Career Ladder system have gradually formed in Taiwan.
4. Career Ladder can enhance teacher professional images.
5. Different age of teachers have their own study requirement.
6. College and university with education courses attract more teacher study participation.
7. Domestic credit study is the best pattern for most teacher.
II. About Careere ladder implementation opinion:
1. Ladder divided 3 to 5 grades gets much support.
2. Intern teacher should be brought into Ladder system.
3. Study times are the most important check item of teacher qualification.
4. Teaching performance students counseling & service zeal are the most important evaluation items.
5. School teacher representative must be an evaluation member and have to be in the majority.
6. Most sample agree “merit pay and add research fare refer to university personnel system” as an award.
7. Every grade qualification has a time limit.
8. There are no number proportion limitation at Ladder different grade.
III. Post-implementation questions and other opinions:
1. Evaluation is the most crux.
2. Teacher opposition and label action may be a resistance and obstruction. |
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| Description: | 碩士
國立政治大學
教育學系 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G91NCCV0082012 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
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