我國教師結社與教師勞動權益保障—發展與困境

Teacher's Organizations and Labor Rights Protection in Taiwan: Development and Predicament

林亞璇(Ya-Hsuan Lin)

指導教授 ： 許繼峰

國立中正大學/社會科學院/勞工關係學研究所/碩士(2014年)

摘要

2011年5月1日，「工會法」、「團體協約法」與「勞資爭議處理法」一併施行，為我國勞資關係規範開創新的里程碑。其中，「工會法」的修正，使教師得以合法地組成工會。我國依法成立的教師組織中，有1931年頒布「教育會法」，教師依法加入教育會；及1995年頒布「教師法」，教師得組織教師會。然而，為何我國在2011年才放寬資格，讓教師以勞工身分組織工會呢？此外教育會、教師會等組織無法保障教師的工作權益嗎？教師的自我身分認同有何轉變？
本研究透過檢視教育會、教師會、教師工會的發展，分析教師結社與此三種組織對教師勞動權益的保障，並從中檢視教師自我身分認同之轉變。本研究採用文獻蒐集與深度訪談兩種方法蒐集資料，以教育會、教師會與教師工會三種教師組織為研究對象，瞭解教師組織成立背景與沿革、組織的現況、組織性質轉變的脈絡、困境與發展、教師自我身分認同之變化等。
本研究結論：
（1）教育會、教師會與教師工會之成立與發展，均受到國內外政治情勢影響；（2）教育會、教師會、教師工會三者，以教師工會最能保障教師勞動權益；（3）我國教師自我身分認同轉為受僱者身分；（4）未來我國教師工會發將面臨多元競爭。本研究建議政府應修法保障教師享有完整的勞動三權，且教師工會也應加強與社會各方團體對話。

關鍵字：教育會、教師會、教師工會、教師勞動權益

關鍵字

教師勞動權益 ； 教師工會 ； 教師會 ； 教育會

並列摘要

The new Labor Union Act, Collective Agreement Act, and Act for Settlement of Labor-Management Disputes were enacted simultaneously on May 1, 2011, as a milestone in regulating labor relations in Taiwan. The Labor Union Act was amended to allow teachers to organize trade unions. Before its amendment, they only had the rights to organize educational associations, based on the Educational Association Act of 1931, and the teachers’ associations, based on the Teachers’ Act of 1995. Why teachers were given the right to organize their unions? Could not the educational associations and the teachers’ associations protect teachers’ rights at work enough as employees? Did teachers require organizing trade unions to protect their employment rights because they had changed their self-identification from sacred professionals to workers?
This research used available documentation and in-depth interview records to analyze the transformation of the teachers’ self-identification and the development of teachers’ organizations they have formed. It is focused on how teachers’ rights were protected in employment by the three different organizations.
The findings have shown that: (1) The formation and development of educational associations, teachers’ associations, and teachers’ unions were deeply influenced by the political environment; (2) Compare and contrast the three types of organizations, the teachers’ unions can protect teachers’ employment rights more than the other two; (3) Teachers have identified themselves as employees instead of sacred professionals; (4) The teachers’ unions are facing a variety of challenges as organizations specifically protecting teachers’ employment rights.

Keywords: educational associations, teachers’ associations, teachers’ unions, teachers’ rights protection.

並列關鍵字

teachers’ unions ； teachers’ associations ； educational associations ； teachers’ rights protection

參考文獻

許慶雄，1992，《憲法入門》，台北：月旦。

陳啟榮，2007，〈從信賴保護原則來分析教師課稅政策〉，《中等教育》，第58卷第3期，頁74-87。

瞿立鶴，1992，《教師權利的訴求》，台北：中華民國全國教育會。

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林俊瑩，2013，〈被剝削的勞工階級？中小學教師階級地位之檢視〉，《台灣教育評論月刊》，第2卷第10期，頁59-61。