透過您的圖書館登入
IP:44.195.47.227
  • 學位論文

我國國民中小學教師專業自主權與學生隱私權衝突之研究

Conflict between teachers’ professional autonomy and student privacy in middle and elementary schools in Taiwan

指導教授 : 周志宏
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


摘 要 在天賦人權的理念下,每個人不會因其身分地位之不同,而異其權利義務,係受到法律平等的保護,因此,學生之人權亦應受到尊重與維護。基於此觀點,現今的校園強調友善校園人權環境之建立。其實,對學生隱私權之尊重就是在落實友善校園人權環境,惟在國民中小學之教育現場中,侵犯學生隱私權的案例是層出不窮,在這些案例當中,有些是教育人員對學生隱私權之侵犯;有些是學校以維護校園安全或秩序之名侵犯學生隱私權,其中不乏是教師專業自主權與學生隱私權發生衝突。國民中小學教師專業自主權與學生隱私權發生衝突之原因,在於教師行使教師專業自主權時,動輒以「維護秩序」與「安全考量」作為侵犯學生隱私權的理由,而無法獲得學生之認同。由於國民中小學教師專業自主權與學生隱私權之對立衝突,導致師生間的情感與信賴關係破裂,對學校人權教育造成莫大之傷害,也影響教育的進行,無助於學生健全人格的發展與品德的陶冶,因此,為避免或減少教師專業自主權與學生隱私權衝突之發生,以維持師生間的和諧,提供衝突之解決方法,作為教育現場教師參酌的依據乃當務之急。 基於上述,首先,藉由國內外文獻資料,探究國民中小學教師專業自主權及學生隱私權之意涵及憲法上之地位,並且分析基本權利衝突的解決理論,以建構國民中小學教師專業自主權與學生隱私權衝突解決之原則。其次,蒐集國內校園學生隱私權之案例,分析歸納出教師專業自主權與學生隱私權衝突之案例類型,並以解決原則為基礎,提出兼顧程序正義與實體正義之解決方法。再者,對國民中小學之在職教師進行訪談,請其對於教師專業自主權及學生隱私權之衝突案例,依實務經驗表達看法,以及提出解決方法。最後,評析訪談內容,而且也統整與比較研究者建構之解決方法,與教育現場教師提出的看法,作出結論與建議。

並列摘要


Abstract Under the concept of natural human rights, the rights and obligations of each person would not differ based on their identity, and would receive equal protection under the law. Thus, the human rights of students should also be respected and maintained. Based on this perspective, present-day campuses emphasize the establishment of a campus environment that is friendly to human rights. In fact, the respect for student privacy is the realization of a campus environment friendly to human rights. However, in the educational context of middle and elementary schools, there are many cases of intrusion on student privacy. Some of these cases involve the intrusion of educators on student privacy, and some of these cases involve school invasion of student privacy in the name of campus safety or order. Many cases involve the conflict between teachers’ professional autonomy and student privacy. Conflicts arise between teachers’ professional autonomy and student privacy in middle and elementary schools because when teachers exercise professional autonomy, they tend to use “maintenance of order” and “security concerns” as reasons for violation of student privacy; they are unable to gain the consent of students. The opposition and conflict between middle and elementary school teachers’ professional autonomy and student privacy destroys emotions and trust relationships between teachers and students, greatly damaging the human rights education at schools, affecting the progression of education, and does not help the development of healthy personalities and cultivation of virtues. Thus, preventing or reducing conflicts between teachers’ professional autonomy and student privacy to maintain teacher-student harmony and provide solutions are urgent issues for teachers at the frontlines of education to consider. Based on the above, this study conducts literature review to explore the meaning and constitutional position of middle and elementary school teachers’ professional autonomy and student privacy, and analyzes the theory for resolving conflicts of fundamental human rights, in order to construct principles for the resolution of conflicts between middle and elementary school teachers’ professional autonomy and student privacy. Furthermore, this study collects cases of student privacy in Taiwanese schools, and analyzes and summarizes the types of cases of conflict between teachers’ professional autonomy and student privacy, using the resolution principles as basis to propose solutions that cover procedural and substantive justice. Next, this study interviews teachers working at middle and elementary schools for their views and solutions on conflicts between teachers’ professional autonomy and student privacy based on their practical experience. Finally, the interview content is analyzed, integrating and comparing the solutions constructed by the researcher with the views by teachers working in the sites of instruction to make conclusions and suggestions.

參考文獻


李榮唐(2011)。學生隱私權在我國憲法的建構與檢討:以中、小學學生為核心。國立成功大學法律學研究所碩士論文,未出版,台南市。
蔡茂寅、李建良、林明鏘、周志宏合著(2001)。行政程序法實用。
羅傳賢(2000)。行政程序法論。台北:五南。
陳新民(2008)。憲法導論。台北市:新學林。
謝瑞智(1992)。教育法學。台北市:作者。

延伸閱讀