校園零體罰政策對國小教師專業權威之衝擊

The Impact of School Zero Corporal Punishment Policy to the Professional Authority of Elementary School

黃亭毓(Ting-Yu Huang)

指導教授 ： 李奉儒

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究旨在探討管教及體罰對於教師的意義，以及校園零體罰政策對於國小教師專業權威帶來之衝擊，及教師如何對其專業權威加以因應與調適。
研究者採取最大變異取樣來選取八位國小正式教師進行半結構式訪談，以瞭解受訪教師對於管教、懲罰及體罰的看法，以及他們面對零體罰政策對於教師專業權威的衝擊所進行的因應措施。本研究有如下結論：
一、贊成體罰之教師認為應有適度、合理的體罰以管教學生；反對體罰之教師則認為應運用自身之教育專業，而非體罰。
二、體罰與管教皆是為了制止與導正學生之偏差行為，但在法律的觀點、學生行為面向以及教師心態上仍有其差異。
三、贊成體罰之教師認為零體罰政策實施後較無權威、管教耗時且班級經營面臨困境，教師亦產生自保心態；但反對體罰教師則較無受到衝擊。
四、教師的因應措施包括參加正向管教與輔導之研習與進修，或撰寫教學札記以因應規劃與實行有效的教與學；另外，事先與家長溝通或尋求其他同事協助以因應創造與維持支持性與安全的教學環境。

本研究根據研究發現與結論提出以下建議：
一、學校可設置輔導與管教室。
二、教師宜運用正向管教措施，同理學生問題行為。
三、教師須提升專業知能，創造與維持安全的教學環境。
四、教師能常與家長溝通、爭取家長信任，建立教師專業權威。

關鍵字

管教 ； 教師專業權威 ； 零體罰政策 ； 懲罰 ； 體罰

並列摘要

The aims of this study are to explore the meaning of discipline and corporal punishment to the elementary school teachers, to investigate the impact of school zero corporal punishment policy to their professional authority, and to understand how they make adjustments to their impacted professional authority.
The researcher adopted maximum variation sample to choose eight elementary school teachers in order to know their perceptions toward discipline, punishment and corporal punishment, by using semi-structured interviews. The researcher also tried to understand the countermeasures which the teachers employed to face the impact of zero corporal punishment policy to their professional authority. There are four main findings of this study:
1.The teachers who favored corporal punishment believed that there should be a moderate and reasonable corporal punishment to discipline students. On the other hand, the teachers who argued against corporal punishment thought that they should use their educational professions, not the corporal punishment, in their teaching activities.
2.Both corporal punishment and discipline are meant to prevent the deviant behavior of students and to direct them to the right track. However, there were some differences between them in view of law, the students’ behavior, and the teachers’ mind.
3.After the enforcement of zero corporal punishment policy, the teachers who favored corporal punishment thought that they had no more authority, waste their time to discipline students, and faced difficulties with classroom management. However, the teachers who disagreed with this policy do not think that there was any impact to them.
4.The countermeasures employed by teachers include joining positive discipline and guidance in-service course and recording the teaching notes; in addition, communicating with parents in advance or looking for the assistance of other colleagues that all help teachers to create and maintain the supportive and safe learning environments.

The following are the main recommendations based on research findings and conclusions:
1.The school authority can set up guidance and discipline rooms in every school.
2.Teachers should use positive discipline measures to empathize with students’ problematic behaviors.
3.Teachers have to promote their professional knowledge and skills, and to create and maintain supportive and safe learning environments.
4.Teachers can actively communicate with parents to strive for their trust, and establish their professional authority.

並列關鍵字

discipline ； the professional authority of teachers ； zero corporal punishment policy ； punishment ； corporal punishment

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