談權力關係下及人際互動中－－教師異化現象

Teacher's Alienation Phenomena within the Power Relationship and Personal Interaction

本研究採用質性研究法，以半結構深度訪談方式，訪談十六位國小教師，希望透過受訪者詳盡的敘說，完整且清楚呈現教師於權力關係下及人際互動中的異化現象。本研究結果如下：一、權力關係下的教師異化現象教師在權力關係下職務選擇受限，影響因素有：資深教師往往優先挑選中年級導師職務及某些組長職位由固定的人員擔任。另外，因行政業務過於繁重，使得組長、教師推託及敷衍完成行政業務。而代表制、忽略教師意見及必須謹慎發言的校務會議，沒有成立教師會及運作有限的教師會，教師會理事長受職務角色的影響立場有所偏頗及教師會成員中的行政人員權益未獲重視，教師於課程發展委員會中因減課問題有所衝突，都顯示教師參與校務情形未達理想。二、人際互動中的教師異化現象對於學習動機不高及不服管教的高年級學生，教師無能為力，而家長未能配合，使得教師不能發揮專業能力協助學生。再來，教師較無法互助追求高品質教學，也缺乏行政人員的支援，甚至彼此有所衝突。最後，菜鳥教師除了職務的選擇有限外，也承擔較多的工作，在各項會議上，更是不敢發言。Qualitative research method was adopted and semi-structured in-depth interviews were used to interview sixteen primary school teachers in this study. The research result was as follows. 1. Teacher's alienation phenomena beneath the power relationship: Positions that teachers could choose were limited because senior teachers often chosen to be primary homeroom teachers of medium grade. Besides, section chiefs who stayed in fixed positions. Busy and tedious educational administrative works made section chiefs dodge the works and teachers accomplished those works perfunctorily. Many phenomena reported as follows indicate that teachers didn't participate in school business freely. For example, population and time were limited in the school council. Teachers had to speak cautiously in the school council to avoid losing their work . Teachers' opinions were ignored in the school council. Teachers' associations were operated with limitations or were not established at all. The standpoint of the president of teachers' council was affected by his or her position. Rights and interests of administrative staffs were not respected in the Teachers' associations. In the curriculum development committee, conflicts occurred between teachers because of class reduction problems. 2. Teacher's alienation phenomena within personal interaction: Teachers couldn't do anything to help senior students who learned passively or who didn't obey disciplines. Parents couldn't cooperate with teachers, and teachers couldn't practice their professional teaching skills to help their students. Teachers couldn't help each other to pursue better teaching quality. Teachers lacked for administrative staffs' back-up; moreover, they conflicted with each other. Novice teachers not only had limited positions to choose but also took on more works; besides, they dared not speak out in any kind of councils.