補習班英語教師專業與福利之研究

A study of cram school English teachers ' profession and welfare

黃娸毓(Chi-Yu Huang)

指導教授 ： 謝琇玲

義守大學/管理學院/企業管理學系/碩士(2016年)

摘要

英語補習班在台灣的數量蓬勃發展，雖有少子化的衝擊，但對於英語補教業者卻絲毫沒受到影響，但其形態與原先有諸多差異，大多是因為家長期許的因素導致（包括對孩子的期望、教師的期望及給予孩子的學習環境）成為補習班的第一考量，進而延伸到中外籍教師的薪資福利。本研究是以台灣南部高雄地區某連鎖補習班的高層主任、中外籍教師、家長及學生作為研究對象，藉由深度訪談的結構蒐集關於中外籍教師的專業與薪資福利相關資料。
研究結果發現：在教師專業的層面，中籍教師大多屬於多方位的全能教學，其專業概括比其外籍教師來的更廣泛。而中籍教師與外籍教師對學生表現之影響在於教學模式的差異，外籍教師所給予的進步是學生的開口說英文，可是家長所看見的英語進步是來自於以聽讀寫為主的學校成績、英文檢定，反觀在中外籍教師的薪資福利上發現補習班需要大量的外籍教師滿足家長的心理需求，反之讓外籍教師有了能夠自我訂制薪資的優勢，卻忽略中籍教師的心理不平衡，然而變相導致中外籍教師的專業與福利相關程度降低，也讓中籍教師的心理因素影響了教學品質。
根據研究結果，提供給予國內英語補教業者及一般家長，作為中外籍英語教師依據專業項目分配與擬定薪資福利的參考，另提出家長對於孩子學習過程中的迷思，其提供給家長觀點轉換之參考。

關鍵字

中籍教師 ； 外籍教師 ； 教師專業 ； 薪資福利 ； 家長迷思

並列摘要

The number of English language cram schools in Taiwan is booming. Despite the impact of the decrease in birthrate, it does not affect tutoring businesses at all. However, their types have differed greatly from the original ones, and it is mostly due to the fact that parents’ expectations (including the expectations towards their children, the expectations of teachers and providing children with the learning environment) become the first consideration of language cram schools, further impacting the compensation and benefits of Chinese and foreign teachers. The research subjects of this study were senior directors, Chinese and foreign teachers, parents and students from the chain stores of language schools in Kaohsiung area in southern Taiwan, from the structure of which depth interviews were conducted to gather the relevant information on the expertise of Chinese and foreign teachers and on their compensation and benefits.
The research findings showed that despite the fact that teachers’ profession should have to be closely related to the compensation and benefits, Chinese teachers shoulder the pressure to be all capable in teaching and the expectations from parents while foreign teachers play the roles to be semi-professional, merely providing children with all English environment and the abilities of listening and speaking, so there is huge unfairness in terms of compensation and benefits. That parents are immersed in the myth of foreign teachers’ expertise drives up the demand of foreign teachers in language schools, hence bringing about their sense of superiority and the space for them to negotiate their salaries; in comparison, Chinese teachers assuming the same duties are treated unequally, which makes them feel imbalanced and consequently affects the quality of teaching.
The results of the study supplied the domestic English cram language cram schools and parents in general with a reference concerning the assignment of professional tasks between foreign English teachers and Chinese teachers and the formulation of compensation and benefits, as well as a reference for parents with the myth towards their children’ learning processes to change the viewpoint.

並列關鍵字

Chinese teachers ； foreign teachers ； compensation and benefits ； parents’ myth

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