我國教師勞動權發展之研究，1949－2011

The Development of Teachers’ Labor Rights In Taiwan,1949-2011

丁慧翔(Hui-Shiang Ting)

指導教授 ： 蕭全政

國立臺灣大學/社會科學院/政治學研究所/碩士(2011年)

https://doi.org/10.6342/NTU.2011.10671

摘要

2010年6月23日，立法院修正通過最新版本的「工會法」，並且在2011年5月1日勞動節生效施行；其中，第 4條第3項明訂「教師得依本法組織及加入工會」，解除了多年來教師組織工會之禁令。自此，我國教師的權利義務事項，除法律已有規定者（如不得罷工）外，原則上均可透過組織教師工會，進行勞資爭議協商；這種教師勞工化的趨勢，顯然將強烈衝擊國人對教師的印象與定位，並可能導致我國教師之人事制度，特別是高級中等以下學校之教師人事制度，產生重大的變革。
本研究擬以我國教師勞動權的發展為主軸，並依其所歷經之威權體制、威權轉型及民主鞏固等三階段的變化，探討相關的政治、經濟、社會及文化等因素，對我國教師勞動權發展的影響；其次，亦將輔以對國外先進國家教師勞動權的發展與運作經驗之比較，而希望能出淬煉出有意義的啟發與建議，以提供未來各方之參考。
教師組織之發展，與各國的政治、經濟及社會環境關係密切；不同的政治制度及社會情境，孕育出不同的文化獨特性及影響性。英、美等國在工業革命之後，個人主義盛行，教師與一般勞動者無異；而我國承繼德、日偏向「精神國防」的師資培育理念，在「師資培育法」公布前，國民教育推動向是以國家主義價值信念為主導；此外，由於中西文化之差異，我國社會一向給予教師較高之社會地位與評價，而西方社會卻呈現出相對低落之情形。上述種種差異，對於教師組織之運作及功能，亦產生深遠影響。各國國情不同，對於我國教師勞動權之發展，不宜全盤移植西方模式。
針對未來教師勞動權的發展及相關教師組織之運作，論文提出下列建議：（1）現行教師會之功能應予調整；（2）現行教師的權利義務應加以檢討；（3）教師申訴制度之程序應配合檢討；（4）教師一定在校服務時間宜予明定；（5）主管機關應扮演積極角色。

關鍵字

勞動權 ； 勞動三權 ； 教師工會 ； 教師組織

並列摘要

Legislative Yuan amended and passed “Labor Union Act” of the latest version on June 23, 2010, and the act entered into and was put into practice as of May 1st, 2011, Labor Day. Paragraph 3 to Article 4 therein stipulated “teachers may establish and join a labor union in accordance with the Act”, which lifted the ban that teachers organized a labor union for years. From that time on, all rights and obligations of our national teachers, except those stipulated by law (e.g. unable to call a strike), conducted a labor dispute negotiation via organization of the teachers’ labor union in principle. The trend making teachers labors obviously had strong impact on impression and orientation of the nationals on the teachers and might make the personnel system of our national teachers generate mighty change, especially the personnel system of the teachers below senior high school.
The study plans to take development of our national teachers’ labor right as a main axis and explores the relevant political, economic, social and cultural factors in accordance with change experienced at three stages of authoritarianism, authoritarian transition and democratic consolidation. Next, the study compares development and operational experience of the teachers’ labor right of the external advanced countries and hopes to extract the meaningful heuristic and suggestion to provide reference to all walks of life.
Development of teacher organization is highly related to political, economic and social environment of every nation. Different political system and social scenario breed different culture uniqueness and influence. Individualism prevails in the U.K. and U.S.A after industry revolution, and teachers are indifferent to common labors. Our nation inherits the teacher preparation concept of Germany and Japan which tend to “spirit national defense”. Before “Teacher Preparation Act” is published, nationalism value belief dominates national education promotion. Besides, on account of difference between Chinese and western culture, our society has long given the teachers a higher social status and evaluation, while those in the western society are relatively low. A variety of differences above also have deep influence on operation and function of teacher organization. State of every nation is different, it is improper for development of our national teachers’ labor right to transplant the western model completely.
Faced with prospective development of the teachers’ labor right and relevant operation of teacher organization, the article presents the following suggestions: (1) Current function of the teachers’ association shall be adjusted. (2) Current all rights and obligations of the teachers shall be reviewed. (3) The procedure of the teachers’ complaint system shall match review. (4) Service time that teachers must stay on campus had better be defined. (5) The competent authority shall play an aggressive role.

並列關鍵字

labor right ； three labor rights ； the Union of teachers；teacher organization

參考文獻

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