從成人教育觀點論教育行政人員職業道德發展的理念與策略

本文以成人教育可持續性、穩定性與一致性等論理為基礎，藉以論述教育行政人員職業道德發展的理念與策略並探究教育行政人員的職業道德發展的內涵與特色，使用文獻探討的方法，立基於成人教育與學習的主體性。首先以生涯發展的歷程詮釋教育行政人員的生涯定位。其次探究道德、職業道德、道德發展等名詞意涵，並從心理學、哲學、社會學的層面解析道德發展的理論基礎。再者，本文也論述了包含美、日、英、法、德等九個國家有關教育行政人員的職業道德核心價值與相關法令規定，以對照臺灣當前的法令與實務兩個層面的現狀。進一步來說，本文也探討了教育行政人員有關職業道德發展的可行策略、相關的限制因素、以及績效評量的機制，建議教育行政人員應透過自律，以及遵守法令要求等多元方法，落實包括誠實信用、資訊公開透明、公平公正等人類社會的核心價值、並優先保障學生的學習權益及利害關係人的利益，以健全完善職業道德發展的理念與實踐。

This article is based on the principles of sustainability, stability, and consistency in adult education to discuss the concepts and strategies for the development of professional ethics among educational administrators. It explores the connotations and characteristics of their professional ethics development using a literature review method, grounded in the subjectivity of adult education and learning. First, it interprets the career positioning of educational administrators through the process of career development. Second, it delves into the meanings of terms such as ethics, professional ethics, and moral development, analyzing the theoretical foundations of moral development from the perspectives of psychology, philosophy, and sociology. Furthermore, the article discusses the core values and relevant legal regulations concerning the professional ethics of educational administrators in nine countries, including the United States, Japan, the United Kingdom, France, and Germany, comparing them with the current laws and practices in Taiwan. Additionally, the article explores feasible strategies for the professional ethics development of educational administrators, related limiting factors, and performance evaluation mechanisms. It suggests that educational administrators should implement the core values of honesty, transparency, fairness, and justice through various methods such as self-discipline and adherence to legal requirements. Prioritizing the protection of students’learning rights and the interests of stakeholders is essential for the sound and comprehensive development of professional ethics in both concept and practice.