我國技術型高中專業群科師資供需之縱貫分析與對策擬議

The Longitudinal Analysis and Proposed Strategies for Teachers Supply and Demand in Vocational High Schools in Taiwan

技術型高中專業群科的師資培育議題較少有相關的研究加以探討，本研究以次級資料分析法，藉由分析2006年至2023年，共18年之教育部師資培育統計年報，探討專業群科之師資生實習人數、教師甄試報名與錄取人數、現職教師首登專長、教師離退人數等各項變數的長期變化情形，獲致以下結論：技術型高中專業群科師資生實習的人數呈現逐漸減少趨勢，減少約七成；技術型高中專業群科教師甄選錄取率均偏高，但無明顯一致的發展趨勢，部分科別報名師資甄選人數嚴重不足；技術型高中專業群科現職教師的首登專長人數呈現師資人力主要集中於45歲至59歲，未來10年將有大量的專業群科師資需求；技術型高中專業群科教師離退呈現逐年增加的趨勢，但在2017年出現較大反轉，可能與退休制度改革有關。本研究亦就上述結論提出以下建議：（一）宜建立有效機制，鼓勵學生就讀專業群科師資培育課程，以增加專業群科師資來源；（二）宜針對特定的群科別，強化師資培育機制，以保持我國產業競爭力；（三）建議儘速重新規劃合乎未來10年需求的專業群科師資培育政策；（四）建議宜提升教師的薪資結構及福利待遇；（五）建議就特定群別進行更為深入的探討與研究，以利擬訂師資培育的可行對策，供有關單位參考。

There were relatively few studies exploring teacher training issues in professional groups within vocational high schools. This study adopted secondary data analysis, examining the Yearbook of Teacher Education Statistics of the Republic of China from 2006 to 2023, an 18-year span, to investigate long-term trends among teachers in professional groups. The following conclusions are drawn: (1) Student interns in vocational high school professional groups have declined by approximately 70%; (2) Teacher recruitment acceptance rates for professional groups are generally high, but show no consistent trend. Some professional groups face severe applicant shortages; (3) Current teachers in these professional groups are concentrated in the 45–59 age range. Substantial demand for teachers in these groups is expected over the next decade; (4) Teacher departures and retirements have increased year by year, with a notable reversal in 2017, possibly due to retirement system reforms. Teachers’welfare requires further review.
Based on these conclusions, the study offers the following suggestions: (1) Establish effective mechanisms to encourage students to enroll in teacher education programs for professional groups, increasing the pool of qualified teachers; (2) Strengthen teacher education mechanisms for specific professional groups to maintain national industrial competitiveness; (3) Urgently redevelop policies for training teachers in these professional groups to meet the projected needs of the next ten years; (4) Improve teachers’salary structures and welfare benefits; (5) Conduct more in-depth research on specific professional groups or subject areas to develop feasible strategies for teacher education, and provide references for relevant authorities.