臺北市國民中學導師輪替機制之研究

A Study on the Turn-taking Rules of Homeroom Teachers at Public Junior High Schools in Taipei City

陳宗聲(Tsung-Sheng Chen)

指導教授 ： 洪仁進

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(2012年)

摘要

本研究的目的是希望透過問卷調查的方式，瞭解臺北市國民中學教師對於現行導師輪替辦法實施現況，對於積分制的導師輪替方式及緩任制導師輪替方式的看法，以及其心目中導師遴選原則及計分要項的排序。為達此一目的透過問卷調查，以分層隨機抽樣抽取臺北市36所國民中學的校長及教師為施測對象，共發出311份問卷，有效問卷303份，有效問卷回收率98％，並以描述性統計、獨立樣本t檢定，及單因子變異數分析等統計方法。本研究發現有以下11點：
一、臺北市國民中學教師較為認同導師輪替制度採積分制輪替方式。
二、臺北市國民中學教師對於學校現行導師輪替機制運作現況的知覺為中上程度，其中大都對導師輪替原則採以自願者優先擔任導師的知覺較高；但對排除新進教師參與導師輪替的知覺較低。
三、臺北市國民中學教師對於積分制導師輪替方式的知覺為中上程度，其中對於兼任不同職務可累計積分的計分原則知覺較高，而對於請長假者，其減分在導師輪替積分計算上應比擔任專任者少的知覺較低。
四、臺北市國民中學教師對緩任制導師輪替方式的知覺為中上程度，其中知覺較高者為輪替原則中若教師當年度應輪休者皆可轉任專任教師，則申請緩任成功者，才可緩任導師，較低是凡擔任組長4年可緩任2年導師，可累計年資的緩任年限計算方式。
五、臺北市國民中學教師會因其性別、年齡、擔任職務、教學年資及學校規模的不同而對現行導師輪替機制運作現況的知覺有顯著差異。
六、臺北市國民中學教師會因其性別及擔任職務的不同而對積分制導師輪替方式中計分原則的知覺有顯著差異。
七、臺北市國民中學教師會因其年齡及教學年資的不同而對緩任制導師輪替方式中「緩任年限計算」的知覺有顯著差異。
八、臺北市國民中學教師認為積分制導師輪替方式中，採計項目之最優先順序為「擔任組長」。
九、臺北市國民中學教師認為緩任制導師輪替方式中，最重視的緩任導師要項為「擔任導師滿3年，且所帶之班級同時畢業者」。
十、臺北市國民中學教師認為緩任制導師輪替方式中，最重視的緩任導師因素為「因健康狀況不適合擔任導師」。
十一、臺北市國民中學教師認為緩任制導師輪替方式中，同領域導師年資相同時之優先採用的方法為「在本校期間年資高者優先緩任」。

根據上述研究發現與結論，提出相關建議，以供教育局、學校行政單位、教師及未來研究者之參考。

關鍵字

導師輪替機制 ； 積分制導師輪替方式 ； 緩任制導師輪替方式 ； 導師制度

並列摘要

This study intended to utilize the questionnaire survey to explore the opinions of teachers in Taipei City about how the turn-taking rules of homeroom teachers are implemented, how they think about the point-accumulation rules and the term-postponing rules, and how they think about the priorities of both turn-taking rules and point-accumulation rules. Based on stratified ratio sampling, there were 311 research subjects selected from 36 public junior high schools in Taipei City. 303 copies of the questionnaires received were valid with the survey availability of 98%. Descriptive statistics, Independent-Sample t-test and one–way ANOVA (analysis of variance) were used to analyze the survey data. Eleven major findings are as follows:
1. Teachers among public junior high schools in Taipei think it is better to use point-accumulation rules to implement turn-taking of homeroom teachers.
2. The perceptions of how the turn-taking rules of homeroom teachers work among the junior high school teachers in Taipei City are in the high-intermediate level. The highest perception is that if someone volunteers to be a homeroom teacher, and that should be considered as the top priority, and the lowest one is that new teachers shouldn’t not be exluded in using turn-taking rules.
3. The perceptions of how the points are accumulated in point-accumulation rules among the junior high school teachers in Taipei City are in the high-intermediate level. The highest perception is that if someone does more jobs and he should get more points, and the lowest one is that if someone takes a long-term leave and his points should be reduced less than the point of being a subject teacher.
4. The perceptions of term- postponing rules among the junior high school teachers in Taipei City are in the high-intermediate level. The highest perception is that when those who can be subjet teachres all become subject teachers, then people who apply for being a homeroom teacher one year later can be a homeroom teacher one year later, and the lowest one is that if someone can be a group leader for 4 years, and then he can be a subject teacher for 2 years.
5. The perception degree in the implements of the turn-taking rules of homeroom teachers is variable due to the differences of genders, ages, levels of jobs, years of teaching, years of being homeroom teachers, and the sizes of schools.
6. The perception degree in the point-accumulation rules of homeroom teachers is variable due to the differences of genders and ranks of jobs.
7. The perception degree in the term-postponing rules of homeroom teachers is variable due to the differences of ages and years of teaching.
8. The most important item of point-accumulation rules is to be a group leader.
9. The most important item of term- postponing rules is under the condition that one has been a homeroom teacher for 3 years with his or her students graduating from school in the mean time.
10. The most important factor of term- postponing rules is the health condition.
11. The top priority rule of being a homeroom teacher one year later is under the condition that if the years of being homeroom teachers are the same, those who teach longer at this school can be a homeroom teacher one year later.
According to the findings and conclusions mentioned above, related suggestions are provided as a reference to the Bureau of Education, school administrative units, teachers, and future researchers

並列關鍵字

Turn-Taking Rules ； Point-Accumulation Rules ； Term-Postponing Rules ； Homeroom Teachers System

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