《偏遠地區學校教育發展條例》執行之研究 – 以新竹縣為例

本研究針對《偏遠地區學校教育發展條例》執行之現況、困境、困境之解決策略進行政策研究。藉由訪談新竹縣偏遠地區小學之校長、主任、教師共9人，輔以文件分析法進行資料蒐集與分析，茲將研究結果羅列如下：一、《偏遠地區學校教育發展條例》執行之現況包含：師資來源相對穩定，綁定年限使教師流動率降低；校長得以連任兩次，利於推動校務發展；提供教師住宿及把關學生上、下學；整合內外部資源，彈性調整課程並向下招收幼童；補助經費增加，各項經費皆有規劃。二、《偏遠地區學校教育發展條例》執行之困境包含：以限制流動的方式，無法增加留任意願；專長教師難招募，偏鄉教師甄選資格有待調整；行政業務繁雜，行政中心難以形成；文化不利，學生學習動機低落難以提升；經費運用有限制，實際執行有難度。三、《偏遠地區學校教育發展條例》執行之解決策略包含：調整進用資格，讓有熱忱的人來；代理教師聘期可延長獲得以轉正；增加行政人力，或給予加給、獎勵；提升生活品質，降低環境不利因素；鼓勵教師專業進修，提升偏鄉家長教育功能；經費運用給予彈性。四、多數偏遠地區學校教育人員認為此法條立意良好，若能以偏遠地區學校的角度去訂定法條，積極改善法條內容，會更有利學校發展。本研究依據研究結論，提出相關建議，供《偏遠地區學校教育發展條例》、教育行政機關、偏遠地區學校以及後續研究之參考。

關鍵字

《偏遠地區學校教育發展條例》；偏鄉教育；教育政策

並列摘要

This research conducts policy research on the current status of the implementation of the " Act for Education Development of Schools in Remote Areas ", dilemmas, and solutions to dilemmas. By interviewing 9 principals, directors, and teachers of primary schools in remote areas of Hsinchu County , supplemented by document analysis for data collection and analysis, the results of the research are listed as follows: I.The" Act for Education Development of Schools in Remote Areas " includes : relatively reliable sources of teacher, turnover rates of teachers reduces due to the six-years contract; by conservatively-electing president twice will promote the development of school. Taking cares of teachers and students accommodation and commuting to school. Integrating internal and external resources. Adjusting courses flexibly and recruiting young children, lastly, various funds are increased and planned. II.Difficulties in the implementation of the " Act for Education Development of Schools in Remote Areas " includes : the six-years contract could not be unable to increase any willingness to stay longer. It’s difficult to recruit teachers with specialties, so the selection qualifications for teachers in remote areas still need to be adjusted; high complexity of administrative tasks causes the difficulty in forming administrative centers; due to cultural disadvantages, students’ learning motivation is low and it is difficult to improve; the use of funds is limited. As the result, the actual implementation is a difficult mission. III.The resolving strategies for the implementation of the " Act for Education Development of Schools in Remote Areas " includes : adjusting the qualifications for admission and recruit passionate teachers; extending the period for substitute teachers to become qualify teachers; giving bonuses and rewards to motivate faculties to participate in administrative tasks or adding faculty members in administration; improving life quality of each member of the community, reduce environmental unfavorable factors; encourage teachers to take professional trainings and enhance educational function of rural parents; provide flexibility in the use of funds. IV.Most school educators in remote areas believe that this law has a good intention. If the law can be formulated from the perspective of schools in remote areas and actively improve the content of the law, it will be more conductive and friendly to school development. 　　Based on the research conclusions, this research puts forward relevant recommendations for reference in the " Act for Education Development of Schools in Remote Areas ", educational administrative agencies, schools in remote areas, and follow-up research.