高級中等以下教師涉及校園霸凌事件之法制變革與爭點討論

Discussion on Legal System and Issues of Elementary and Secondary School Teachers’ Involvement in Campus Bullying

教育部於113年4月17日修正《校園霸凌防制準則》，此次修正重點為將「生對生」與「師對生」霸凌事件分開處置，並將高級中等以下學校「師對生」霸凌事件，納入《高級中等以下學校教師解聘不續聘停聘或資遣辦法》處理。當教師涉及校園霸凌議題時，若成立校園霸凌後續將面臨《教師法》解聘、停聘等處置。本次修正，涉及不適任教師處理機制的整體變革，本文旨在探討新舊法之差異，包含整併調查處理機制、審議組織的組成與定位、調查小組轉為全外聘制度、調查報告效力強化、與被行為人不服時引入陳情機制。另外，探討教師涉及霸凌事件時，在行政調查證據能力、霸凌與體罰不當管教間的關聯、以及教師霸凌成立之後的法律效果等，重要法理議題，透過法院判決從調查到法律效果的爭點討論。進而提出應強化正向管教理念並納入教師培訓及在職研習、成績考核辦法需配合修正與學校整體配套措施的改善的處理建議。

On April 17, 2024, the Ministry of Education amended the Regulations Governing Prevention and Control of Bullying on Campuses, formally separating procedures for handling student-to-student and teacher-to-student bullying. Under the revision, incidents involving teachers at the senior high school level and below are now addressed under the Regulations Governing Dismissal, Non-renewal of Appointment, Suspension or Discharge with Severance Pay of Elementary and Secondary School Teachers. Teachers found to have committed bullying may face dismissal or suspension under the Teacher Act.
This policy change represents a major reform in Taiwan’s mechanism for addressing unfit teachers. This article analyzes the differences between the old and new regulatory frameworks, focusing on key developments: integration of investigative and disciplinary procedures, restructuring of review committees, implementation of fully external investigation teams, enhanced binding authority of investigation reports, and the introduction of a petition process for respondents who dispute the outcomes.
The study further explores critical legal dimensions, including evidentiary thresholds in administrative investigations, distinctions between bullying and inappropriate discipline (e.g., corporal punishment), and the legal consequences following confirmation of bullying. Through case law analysis, it examines disputes from investigation to adjudication. The article concludes by recommending the reinforcement of positive discipline in teacher preparation and professional development, reform of teacher evaluation policies, and institutional support mechanisms at the school level.