越南學前教師薪資改革：功能主義、衝突理論與符號互動主義理論的分析觀點

自2024年7月1日起，越南針對教師改革和整個公共部門實施新的薪資政策。儘管越南在過去幾年經濟成長迅速，但由於收入低和日常開支高，許多公務員仍然難以維持生活。對薪資不滿和市場經濟中出現的物價通膨導致了廣泛的收入政策實驗。幼兒教師離職潮與薪資低、工作量大、工作壓力增大、教師標準要求與收入製度不相稱有關。本研究運用功能主義、衝突理論和符號互動主義理論的架構來解釋越南幼兒教師職業和薪資事實中衝突的原因以及幼兒教師的個別互動對其職業發展的影響。數據主要來自相關學術文獻，幼兒教育與教師的薪資政策的研究論文和政府文件分析。

Starting on July 1, 2024, Vietnam implements new salary policy for teacher reform in particular and for the public sector in general. Despite Vietnam’s rapid economic growth over the past years, many public servants have still been struggling to live their lives due to low income and high daily expenses. Dissatisfaction with the salary and price inflation that emerges in market economies has led to extensive experimentation with incomes policies. The wave of preschool teachers leaving the job is related to low wages, high workload, the increasing pressure of work, the requirements of teachers’standards and the income regime is not commensurate. This study used the theoretical framework of functionalism, conflict theory and symbolic interactionist theories to explain the causes of conflict in career and salary facts for preschool teachers in Vietnam and the way that individual interactions of preschool teachers were toward their career development. Data for the study is drawn principally from document review and secondary data analysis.