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英文摘要： A Study on Junior High School Teacher's Human Rights in Organizational Operation－The Northern Taiwan Example
Abstract
The main purpose of this study is to explore junior high school teacher's human rights in organizational operation .This study has methodologically adopted document analysis and questionnaire survey. The subjects are public junior high school teachers in the six counties and cities in northern Taiwan. The counties and cities are, Taipei City, Keelung City, Hsin-chu City, Taipei County, Taoyuan County, and Hsin-Chu County. The tool used in this study, which was "Teacher's Human Rights of Organizational Operation of Junior High School Questionnaire" was designed and then 842 samples were surveyed. The data was analyzed and presented by descriptive statistics, t-test, one-way ANOVA, stepwise multiple regressions, and canonical correlation. The conclusions of this study are as follows:
1. Protection of teacher's human rights in school operation could improve teachers' organizational commitment, school ethics and school health.
2. Junior high school teacher's human rights are well protected in the dimensions of "working rights" and "professional autonomy", however there is much room for improvement in the dimension of "personality rights" and "fair and equitable treatment".
3. Teachers with different personal variables and school variables have different perceptions about teacher's human rights in junior high school operation. However, one variable, "teaching subject", has no significant difference in perception.
(1) There is a significant difference of the perceptions of junior high school teachers in the dimension of "working rights" between different genders. The result is that the evaluations indicated by males are obviously higher than those by females.
(2) There is a significant difference in the perceptions of junior high school teachers in all dimensions of teacher's human rights in junior high school operation between teachers with different diplomas. The evaluations indicated by teachers who graduated from academy are obviously higher than others.
(3) There is a significant difference in the perceptions of junior high school teachers in all dimensions of teacher's human rights in junior high school operation between teachers of different ranks and titles. The result is that the evaluations indicated by school administrators are obviously higher than teachers.
(4) There is a significant difference in the perceptions of junior high school teachers in all dimensions of teacher's human rights in junior high school operation between teachers with different levels of seniority. The evaluations indicated by teachers with over 25 years experience are obviously higher than others.
(5) There is a significant difference in the perceptions of junior high school teachers in all dimensions of teacher's human rights in junior high school operation between teachers who work in different size schools. The results are that the small size school's operation are good at protect teacher's human rights.
(6) There is a significant difference in the perceptions of junior high school teachers in the dimension of "personality rights" dependent upon school location. The result is that the evaluations indicated by teachers in Taipei City are obviously lower than teachers in the countryside.
(7) There is a significant difference in the perceptions of junior high school teachers in the dimension of "personality rights" between teachers in different school's age. The result is that the evaluations indicated by teachers who work in school's age less than 10 years are obviously lower than those of teachers who work in school's age between 10-20 years.
4. In teachers' organizational commitment, the dimension of "working rights" is the most significant predictor, "fair and equitable treatment" is the second, "personality rights" is the last.
5. In school ethics, the dimension of "fair and equitable treatment" is the best predictor, "working rights" is the second, "personality rights" is the last.
6. In school health, the dimension of "working rights" is the best predictor, "fair and equitable treatment" is the second, and "personality rights" is the last.
7. It is easiest to neglect the dimension of "fair and equitable treatment ", although that dimension needs the most attention in junior high school operation.
8. There is significant positive correlation between the protection of teacher's human rights in junior high school operation, and the effectiveness of teacher's human rights.
9. There are multiple and complicated problems with regard to teacher's human rights in junior high school operation.
(1) Social change, parents' rearing attitudes and teachers' culture, are the main issues with the "personality rights" dimension.
(2) Teachers' unconcerned attitude toward with public affairs is the main issue of the "working rights" dimension.
(3) The policies of Administrative authorities in Education are the main issue of the "professional autonomy" dimension.
(4) Competitive thought is the main problem with the "fair and equitable treatment" dimension.
10. Solving the problem of teacher's human rights in junior high school operation could be undertaken in two ways, (1) to promote teacher's mental satisfaction and (2) to improve teachers' work situation and condition.
11. Establishment and implementation of laws is the best way to protect teacher's human rights.
In the end, the suggestions based on the conclusions above are made to provide references for the government, junior high schools, junior high school teachers, and future researches to improve the operation of junior high schools.
Key words: teacher's human rights, operation of junior high school
資料來源:http://etds.ncl.edu.tw/theabs/site/sh/detail_result.jsp
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