臺灣地區中小學教師主觀社會地位與階級認同之特性

林俊賢與黃毅志(2008)曾針對中小學教師的階級認同特性做了深入探討，不過該研究在理論概念與研究方法上仍都有待商榷。本研究則對此研究做進一步修正與擴充，藉以對我國中小學教師的主觀社會地位與階級認同的特殊性做更深入的探究。所分析的資料來自台灣社會變遷基本調查。研究結果部分支持林俊賢等人的研究結果，發現中小學教師之階級認同在所有職業中最高，且與其他職業工作者相較下，中小學教師認同中產階級的比率最高，認同勞工階級的比率最低。不過本研究更特殊的發現是：社會網絡對主觀社會地位有顯著的正向影響，且中小學教師的主觀社會地位在所有職業中也是最高的。而中小學教師就是因為文化資本較高、社會網絡較寬廣，且工作專業性高，進而使其主觀社會地位，以及對於中產階級的認同比率也都高於其他職業。

關鍵字

主觀社會地位；階級認同；中小學教師

並列摘要

Lin and Hwang (2008) had an in-depth research on the characteristics of class identification among elementary and secondary school teachers in Taiwan. However, the theoretic foundation and research methods of their research were questionable. This study attempted to expand their research and conduct a more thorough investigation into the particularities of subjective social status and class identification among elementary and secondary school teachers in Taiwan. Data of ”Social Change Survey in Taiwan 2002” were extracted and analyzed. The findings partially supported the propositions of Lin and Hwang. Elementary and secondary school teachers showed higher levels of class identification than those engaged in other occupations. Besides, they had the highest proportion of middle-class identification and were least willing to identify themselves as working class. Other special findings included: Social network had positive influence on subjective social status, and the elementary and secondary school teachers' subjective social status was also of the highest level among all occupational classes. With more cultural capital, a broader social network, and a higher level of job professionalism, elementary and secondary school teachers generally had a higher level of subjective social status and a higher proportion of middle-class identification than those engaged in other occupations.