零體罰對教師管教態度之影響：以桃園縣國小教師為例

The influence on Teachers’ Discipline Attitudes Toward Using Zero Corporal Punishments: An Example of Elementary School Teachers in Taoyuan County

江明子(Ming-Tzy Chiang)

指導教授 ： 劉阿榮

元智大學/人文社會學院/社會暨政策科學學系/碩士(2011年)

摘要

自一九七九年，瑞典立法成為全球第一個禁止體罰的國家後，對兒童人權的重視與保障，便成為各國政府的重大使命。2006年台灣通過《教育基本法》第八條及第十五條修正案，明定國家應保障學生學習權、教育權、身體自主權及人格發展權，臺灣繼蒙古之後，成為全世界第一○九個立法零體罰的國家。
本文主要是探討在零體罰立法之後，桃園縣國小教師對零體罰政策的認知與態度，並了解零體罰政策下，學校及教師遭遇的管教困境，影響教師管教態度之因素，及其因應方式。本研究採質性研究，以文獻分析法、參與觀察法及深度訪談法為主，共訪談十五位，對象包括國小教師、家長、律師、學者、教育主管。
研究結果發現，首先，零體罰造成教師管教難度的上升、師生互動的改變、親師關係的考驗，但另一方面也促進了教師的守法性、專業知能的成長、正向管教之技巧與同儕力量的結合。其次，地區結構會造成不同的管教困境，教師的管教態度會受到學校行政的支援、家長配合度、城鄉差異等因素之影響。最後，零體罰已是既定政策，教師應讓多充實政策認知、法律素養，與學校行政建立良性互動，培養良好的親師、師生關係，保持開放的心胸，期能發揮最佳的管教效能。

關鍵字

零體罰 ； 零體罰政策 ； 管教態度 ； 管教困境 ； 城鄉差異

並列摘要

After Sweden, the first country legislated against corporal punishment in 1979, it is increasingly important that human rights of children should be protected by governments and laws. Thereafter, Taiwan became the 109th country to follow this main stream so that corporal punishment has been banned in 2006. Educational Fundamental Act shows younger learners’ right of learning, body-autonomy, and personality development should be protected by laws.

The main aims of this study are to investigate the elementary teachers’ outlooks on the policy of zero corporal punishment in Taoyuan, to understand the teaching difficulties of teachers and schools under the policy of zero corporal punishment, to realize the factors that may affect teachers to change their discipline attitude under this policy, and how they adapt to this policy. A Qualitative Research, which included documentary analysis, participant observation, and in-depth interview, was carried out in order to collect the crucial information for the present study. Fifteen respondents who are elementary school teachers, parents, lawyers, researchers, or supervisors of education bureaus, separately accepted a semi-structured interview.

The results indicate that the discipline difficulties of teachers have been raised and how teachers interact with their students have been changed owing to zero corporal punishment. Moreover, the relationships between teachers and parents are different from those in the past. However, the results also show that teachers’ cognition of laws, professional capability, and skills of positive discipline have been improved due to this policy. Additionally, the cooperation among teachers has been increased. Besides, discipline difficulties may be diverse due to urban-rural differentials. The discipline attitudes of teachers may be affected by the assistance of school administrators, parents’ cooperation, and urban-rural differentials.

Lastly, it is suggested that zero corporal punishment is an established policy, hence teachers need to reinforce their proffesions on policy and laws. Moreover, the positive relationships among teachers, school administrators, parents, and learners need to be inhanced, so that the discipline effectiveness can be flouished. Additionally, the implication and suggestions for this study have also been mentioned.

並列關鍵字

zero corporal punishment ； policy of zero corporal punishment ； discipline attitude ； urban-rural differential

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