解讀2018國際教與學調查（TALIS）調查結果報告書：以台灣與英格蘭為主

Explaining TALIS2018: Focus on Taiwan and England

我國這次以「中華台北」（Chinese Taipei）的名義第一次參加了TALIS 2018年的調查。本研究發現若要充分了解我國的表現，還需閱讀OECD的英文版本以及我國自行整理的中文報告書，並且需多方參照其他國家的版本。此一調查的11個主題在師資培育上有其理論架構，並可引申到在教育政策上的實際措施，有其實用價值。但此一調查仍受政治的干擾，以致各國的數據未必具有代表性。在問卷翻譯上我國仍有疏漏之處。在數據的解讀方面，像教師對薪水滿意度就還要參考各國實質的購買力和與同等學歷者的相對地位，只看報告書的數據是無法理解的。師資生在選擇進入教職常須面對尷尬的處境，因各國普遍對教職並不太肯定，若無較強的動機，是不會選擇教職的。報告書要求各國政府應致力於改善教師的社會地位。最後是各國學校人力配置的差異，必須詳細去比對其師生比和教職員的分類才有較合理的解釋。不過，本文的限制是只就幾項議題做重點討論，必須詳讀所有報告書才得窺全貌。

"Taiwan for the first time participate TALIS 2018 by the name of Chinese Taipei. The findings in this paper are: It requires reading many versions of survey reports for good understanding of Taiwan’s results. The survey based on a sound theoretical basis for 11 themes. These themes are practical and viable education policy. However, political factors results in the distortion of education reality. In questionnaires, the translation from English into Chinese causes misunderstanding in meaning. There are difficulties in the understanding of figures. It is needed to consult other figures which are not in the reports. For example, about the satisfaction on salary, there is no positive relation between the amount and the degree of satisfaction among teachers of different countries. We have to take GNP and buying capability into account. The difficulty for the people to enter teaching profession is the lag between personal motivation and the prestige of teacher in the society. The OECD reports require every government to improve teachers’ social status. The last is the difficult explanations for different kinds of arrangements of personnel in schools. The ratio of teacher, supporting teaching staff and personnel for administration and management is much related to the style of teaching in each country. It should be compared altogether. The limit of this article is only some of the issues are discussed, others are ignored. It is necessary to read the whole reports for better understanding."