零體罰立法後台北縣國中教師管教行為之研究

何健豪

指導教授 ： 王如哲

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2011年)

摘要

本研究主要探討零體罰立法後，臺北縣國中教師對於零體罰立法的認知、面對零體罰立法後管教行為之轉變及在管教上面臨之困擾與影響。本研究採質性研究，運用訪談法，訪談對象選取臺北縣十位分別兼任主任、組長及導師、專任之教師為樣本，進行個別訪談。本研究主要有以下發現：

零體罰立法後國中教師在零體罰立法的認知情形如下:
一、教師對管教學生行為是否構成體罰已有高度認知
二、能理解零體罰立法的用意乃在維護學生權益、營造友善校園
三、教師於學生時代受體罰經驗影響任教後之管教較為正面且較尊重學生

零體罰立法後國中教師管教行為的改變情形如下:
一、認同零體罰立法精神但執行困難、擔憂成為缺乏自省能力學生的保護傘
二、在法的規範下管教漸趨合法化、處罰方式以心力付出為主
三、管教態度上堅持維護師嚴、注重理性管教情境掌控
四、重視與行政、家長之間溝通與通報、違規事件處理簡單化
五、兼任行政者管教範圍較廣、一般教師則侷限校內且彈性變大

零體罰立法後國中教師所產生之困擾如下:
一、行政作為被高度期待、加重工作風險及壓力
二、對教育部頒合法管教措施疑慮甚高及措施失效的擔憂
三、教師認為立法後工作效率降低且不受尊重
四、管教團隊化、降低對學生要求標準

依本研究之結論分別對以下對象提出建議
對教育主管機關建議:
一、強化輔導與管教學生辦法內容，應考量各校之適用性
二、加強與實務管教人員溝通，及時修正法令內容
對學校行政單位建議:
一、擴增學生管理及輔導人員編制，減輕行政人員壓力
二、強化行政人員處理嚴重行為偏差學生能力
對教師建議:
一、強化親師生溝通、建立理性溝通機制
二、因應零體罰時代來臨、改變固有權威式管教觀念
三、多思考、運用體罰之外的管教方法
對家長建議:
一、多與教師溝通、建立良好關係
二、加強親子溝通、多關心孩子
對未來研究建議:
一、增加現場觀察
二、增加校長、主管機關訪談

關鍵字

零體罰 ； 管教行為

並列摘要

This research mainly discusses the teachers’ recognition of the policy of Zero Corporal Punishment in Taipei County, and the difficulties the teachers encounter during the transformation of the type of corporal punishment they take as well as the influence of the policy.
The approach of this research is based on Qualitative Research, the analyses of the former studies, and interviews. The interviewees are teachers who also take roles as homeroom teachers, ministers or chiefs in school. The results of this research are as follows:

After legislation ,the perception of the legislation of Zero Corporal Punishment among junior high teachers:
1.Teachers have high recognition of whether their discipline behaviors cause corporal punishment or not.
2.Teachers are able to understand the essence of the legislation of Zero Corporal Punishment is to maintain the rights and interest of students and construct an environment-friendly campus.
3.Teachers are influenced by their personal experience of corporal punishment during their schooldays and the types of discipline they apply after they teach in school are more optimistic and show the respect to students.

After legislation of Zero Corporal Punishment ,the changes of junior high teachers’ discipline behavior on students:.
1.Acknowledging the essence of the policy, teachers find the difficulty to execute the law and also find the law becomes the excuses of the students without Intrapersonal Intelligence.
2.Under the restriction of the law, school discipline tends to be legal and the punishment is focused on mental effort instead of physical punishment.
3.Insist the attitude of discipline to students be maintaining teachers’ dignity and focus on the rational control of the situation.
4.Emphasize on a full-scale notification and communication between parents and administrators. Simplify the process of dealing with the student rule-breaking events.
5.The range of school discipline of the teachers who also play roles as administrators is wider than those who serve as teachers only. General teachers focus their discipline on events which happen in school and also lower their standards of students’ academic achievement and code of conduct.

The frustration after the legislation of Zero Corporal Punishment:
1.The administrators are highly expected to deal with the students’ problems, which increases the risks and pressure at work.
2.Teachers have great doubts about the “legal discipline” promulgated by Education Bureau and concern the effect of discipline methods provided in the law.
3.Teachers think the effect of school discipline decreases after the legislation of Zero Corporal Punishment and there’s no respect from students or parents.
4.School discipline tends to be handled by the team of administrators instead of a teacher only. Teachers lower the standards of code of conduct and academic achievement toward students.

To make recommendations on the following objects according to the conclusions of this study:

To education authority:
1.Strengthen the content of the method in counseling and managing students and should consider the applicability of different schools.
2.Enhance the communication with the front-line teachers disciplining students and amend the content of the law in time.

To school administration:
1.Extend the staff of disciplining teachers and counselors, decrease the pressure of the administrators.
2.Strengthen the ability of the administrators to deal with the deviant behaviors.

To teachers:
1.Strengthen the communication between teachers and students, construct the system of rational communication.
2.To coordinate the age of zero corporal punishment, traditional authoritative concept of discipline needs changing.
3.Think more and apply the positive discipline approaches except corporal punishment.

To parents:
1.Connect with teachers more and establish a good relationship.
2.Enforce the parent-chilld communication and concern the children more.

To the future researchers:
1.More observation at the scene to the future study.
2.Additional interviews with principals, competent authorities.

並列關鍵字

Zero Corporal Punishment ； Discipline behaviors

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