困難中成長——未具證書的國小代理教師之敘事探究

本研究旨在探討未具國小教師證的國小代理教師工作中所遭遇的困難及挑戰，了解其面對困難與挑戰的因應方式與精進教師專業的方法，並分析自我身分認同情形。近年來隨著環境變遷，少子女化及政策的推波助瀾，讓代理教師的人數逐年上升，部份社會家長及社會大眾對於代理教師專業性的疑問也逐漸浮上檯面。本研究以六位未具證書的國小代理教師為例，採用敘事探究，針對其工作中所的困難、面對困難的因應方式與精進教師專業的方法，以及自我身分認同情形進行半結構式訪談。
研究結果歸納如下：未具證書的國小代理教師在工作中面對三種類型的困難：一、他人質疑專業度不足；二、教師自身教育專業度待加強；三、工作考試、經濟、生涯發展等多重壓力。教師面對困難所採用的因應方式可分為短期非正式管道、短期正式管道、長期非正式管道及長期正式管道四種，綜合各種因素導致教師大多以是否考取教師證為標準衡量自己的專業程度，對自身身分認同不足。最後根據研究結論對教育部、縣市政府教育處（局），及學校行政單位提出可能的解決方案，並對於未具證書的國小代理教師面臨困難與挑戰的核心教育問題，提出針對教師個人及適用於社會大眾的建議。

This study aims to explore the difficulties and challenges encountered by noncertified elementary substitute teachers and to understand their coping strategies, methods for enhancing professional development, and self-identity recognition. In recent years, with environmental changes, declining birth rates, and policy influences, the number of substitute teachers has been steadily increasing. Questions regarding the professionalism of substitute teachers have emerged among some parents and the general public. Using narrative inquiry, this research focuses on six non-certified elementary substitute teachers, conducting semi-structured interviews to investigate the challenges they face at work, their coping mechanisms, methods for improving professional skills, and their self-identity recognition.
The study’s findings can be summarized as follows: non-certified elementary substitute teachers face three types of challenges in their work: 1) professional competence questioned by others, 2) the need for improvement in their own educational professionalism, and 3) multiple pressures such as job examinations, economic factors, and career development. The coping strategies adopted by teachers in the face of difficulties can be categorized into four types: short-term informal channels, short-term formal channels, long-term informal channels, and long-term formal channels. Various factors lead teachers to often measure their professional competence based on whether they obtain a teaching certificate, resulting in insufficient self-identity recognition.
In conclusion, the research provides possible solutions for the Ministry of Education, county and city education authorities, and school administrative units. It addresses the core educational issues faced by non-certified elementary substitute teachers in dealing with challenges, offering suggestions applicable to both individual teachers and the broader society.