| 中文摘要 |
2010年6月23日工會法修正公布，規定教師得依《工會法》組織及加入工會。自此，教師取得勞工的身分，適用《工會法》、《團體協約法》、《勞資爭議處理法》（通稱勞動三法）。教師自2011年5月1日起適用勞動三法，至今滿七年，雖然實現了教師《憲法》的結社權，但由於配套措施闕如，教師工會的發展與團體協商的進行，遭遇許多困難，也導致勞資爭議事件頻傳，並引發教育機構相當多的紛擾。勞資爭議處理方式有調解、仲裁、裁決、訴訟等四種，其中以裁決與訴訟影響的層面較為廣泛。本論文採文件分析法，其目的是以宜蘭縣教師團體協約之爭議為例，分析我國落實教師勞動三權的困境。本論文內容除前言外，分為五部分：（1）宜蘭縣教師團體協約事件的發展，（2）裁決委員會判斷理由分析，（3）北高行法院判決理由分析，（4）教師勞動三權的困境分析，（5）未來發展之建議。
The “Labor Union Act” amended and promulgated on June 23, 2010 and stipulated that the teachers may organize and join labor unions in accordance with the” Labor Union Act”. Since then, teachers have gained the status of laborers and become a applicable objects of the “Labor Union Act” , “Collective Agreement Act” , “Act for Settlement of Labor-Management Disputes” (Referred to as “Three acts of labor”). The three acts of labor were implemented on May 1, 2011 and have been in force for seven years now. Although the teacher's Constitutional right of association was achieved, due to the lack of supporting measures, the development of teachers' unions and collective bargaining have encountered many difficulties, it also led to many labormanagement disputes and caused a lot of turbulences in educational institutions. There are four ways to deal with labor disputes: mediation, arbitration, adjudication, and litigation. Among them, the adjudication and litigation have more extensive influence. This paper adopted documentary analysis method and aims to analyze the contradictories of teachers' three rights of labor in Taiwan, via taking the controversies of teachers' collective agreement in Yilan County for example. In addition to the introduction, this paper was divided into five parts: (1)The development of teacher collective agreement controversy in Yilan County. (2) Analyze the reasons for the decision of the Board for Decision on the Unfair Labor Practices. (3) Analyze the reasons for the judgment of the Taipei High Administrative Court. (4) Analyze the contradictories of teachers' three rights of labor. (5) Propose suggestions for future. |
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