新北市國中教師知覺對教師權利與義務認同與實現程度之研究

周淑晶

doi:10.6846/TKU.2013.00229

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新北市國中教師知覺對教師權利與義務認同與實現程度之研究

Teachers’ perception on rights and obligations examined by fuzzy measurement in junior high schools of New Taipei City

周淑晶 , Masters　　Advisor：張鈿富　　

繁體中文 DOI： 10.6846/TKU.2013.00229

教師權利；教師義務；認同程度；實現程度； teacher’s right ； teacher’s obligations ； degree of recognition ； degree of realization

Abstract │ Reference (68) │ Altmetrics

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This study aims to explore teachers’ perception on rights and obligations. Based on the self-designed fuzzy questionnaire, this study collected the interval data related to teachers’ perceptions on rights and obligations in schools. A total of 400 target samples were selected in junior high schools of New Taipei City. There are 339 valid questionnaires. Following the idea of fuzzy statistics, this study transformed the interval data by way of fuzzy means, defuzzification, and fuzzy distance. The findings of this study are as follows:
1.The result reveals the professional autonomy with higher degree of recognition and realization perceived by teachers. Besides, the teachers indicate the higher degree of recognition and middle degree of realization on “Teachers can refuse any job or activity which have no relationship on teaching” and “Teachers with profession autonomy for the counseling of student by the legal entitlement”.
2.The results show higher degree of recognition and middle degree of realization on the items of “Teachers with rights to resolve the significant events about the school administration”, “Provide opinions on academic and administrative matters,” and “Participate committees convened in the school actively”.
3.The results indicate higher degree of recognition and realization on “Teachers permitted to join the union freely”; However, the higher degree of recognition and middle degree of realization shows on “Violation on teachers’ working conditions are improving by the coordination, arbitration and negotiation behavior”; Then, the middle degree of recognition and realization shows on “Teachers go on strike”.
4.The results of obligations in counseling and parenting students show with higher degree of recognition and realization on “Respect students’ learning rights in teaching”; And then the higher degree of recognition and middle degree of realization on “Be involved in deciding rules of counseling and disciplinary for students”, “Positive discipline”, and “Observe provisions on zero corporal punishment”.
5.On obligations as a mentor, the teachers perceived higher degree of recognition and middle degree of realization on “Shall act as the mentor for teachers”, “Family visits for students”; however, they perceived middle degree of recognition and realization on “Answer the phone with parents before 10 pm.” and “Help students complete their service learning”.

Reference ( 68 ) 〈TOP〉

王仁炳（2007）。教師法實施對校園文化影響之研究-以台北縣國民中小學為例。（未出版之碩士論文）。國立臺灣師範大學教育學系研究所，台北市。
連結：
王中興（2009）。現行公立國民中學管教學生法制之研究。（未出版之碩士論文）。國立臺東大學教育學系研究所，臺東縣。
連結：
李郁賢、黃士滔（2009）。應用基因演算法與模糊理論於供應鏈之多目標決策問題。工程科技與教育期刊，6（4），487-500。
連結：
張明輝（1999）。學校教育與行政革新研究。台北市：師大書苑。
連結：
張萬億（2008）。臺北縣公立國中教師知覺學校教師會組織功能與教師專業自主相關之研究。（未出版之碩士論文）。國立臺灣師範大學工業教育學系研究所，台北市。
連結：

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