臺北市國民中學導師職務分配需求與辦理策略研究

本研究旨在探討臺北市國民中學導師職務分配需求與辦理策略，以學校行政人員、教師與家長作為研究對象，分析不同利害關係人對於導師職務分配的需求與考量，以期對學校行政主管在導師職務工作分配遇到困難時，提供建議及參考。由於國內較少針對導師職務工作分配做研究，因此本研究採取質性研究進行初探，訪談15位受訪者，企圖勾勒出不同利害關係人的需求與找出導師工作分配困難的處理方式。本研究獲得以下結論：壹、導師職務工作分配的現況及理性基礎：考量師資結構、行政人力需求、課程需求，計算下學期各領域導師所需人數，之後以自願原則，自願擔任導師的人數不足時，排序導師人選有三大原則。貳、導師職務工作分配時經常碰到的困難有：「自願擔任導師的老師稀少」、「導師分配（聘任）辦法經常被挑戰」、「非考科導師班級經營不易」、「代理教師不能擔任導師」、「疑似不適任導師」、「家長介入安排」。參、不同利害關係人對於導師職務分配的需求與考量：總共14項，行政人員的考量是雙方利益的匯集點，可見行政人員的思考較周全。肆、導師職務工作分配困難的處理方式：「鼓勵教師自願擔任導師」、「逐年漸進式調整各領域擔任導師比例」、「聘任代理教師擔任導師」、「釐清問題始末」、「啟動輔導機制」、「行政照顧教師心情」、「輔導後仍然不適任導師，轉任行政人員」、「善用家長會力量解決問題」。最後根據結論，研究者針對教育行政主管機關、師資培育機構、不同利害關係人、對學校導師職務分配辦法提出相關建議，以供參考。

關鍵字

導師；導師分配；利害關係人；臺北市

並列摘要

This study aims to explore the needs and strategies of assigning homeroom teachers in junior high schools in Taipei City. The school administrators, teachers and parents are selected for study. This study analyzes the needs and considerations of different stakeholders for homeroom teacher assignment with the aims of providing advice and suggestions to school administrators. Qualitative research were conducted via interviewing 15 stakeholders. The conclusions of the study are as follows: 1. The current conditions and rationales for homeroom teacher assignment: Key factors include teacher structure, administrative manpower requirements, curriculum requirements, teacher adequacy for different teaching areas. The first policy is volunteer first. If the number of volunteering homeroom teachers is insufficient, another three principles will be applied. 2. Difficulties for assigning homeroom teachers include: "insufficient volunteering homeroom teachers” methods for assigning homeroom teachers are frequently challenged", "teachers from low-teaching-hour are less welcome to be homeroom teachers “, "substitute teachers can’t be homeroom teachers", "incompetent homeroom teachers" and "parents’ intervention for homeroom teacher arrangement". 3. Fourteen needs and considerations of stakeholders for assigning homeroom teachers were found. Administrative staff’s considerations are more comprehensive and cover the needs and considerations of both parents and teachers. 4. Suggestions for assigning homeroom teachers are as follows: "Encouraging teachers to volunteer to be homeroom teachers", "adjusting the proportion of homeroom teachers in various teaching fields gradually", "appointing substitute teachers as homeroom teachers", "clarifying the problem", "supporting homeroom teachers through counseling", "providing administrative support for homeroom teachers", "transferring incompetent teachers to administrative work”, and "use the power of parent club for problem solbving". Suggestions are provided for different stakeholders for homeroom teacher assignment.