高等教育過量教育相關因素與效果之研究--以高雄地區國民中學教師為例

Abstract

高等教育過量教育與工資效果相關因素之研究--以高雄地區國民中學教師為例 摘 要 過量教育課題與教育投資效益之間的關係，在國外已受到相當重視。隨著近來國內高等教育的迅速擴張，教師參與研究所進修的人數及比率逐年上升，其所引發的問題值得探討。本研究希望透過問卷調查與Mincer人力資本薪資函數之研究，瞭解高雄地區國民中學教師參與研究所進修的原因，進一步探討過量教育問題是否存在，及其所造成的薪資差異現象是否顯著。 實證結果發現，參與研究所進修的國中教師，其最主要考量因素為「認知興趣」層次。就薪資所得而言，年齡、經驗（年資）、兼任行政業務等變項會增加所得；經驗平方則與薪資所得呈現反向關係。就投資效益而言，過量教育低於適量教育之報酬率，表示國中教師存在教育投資無效率情形；不足教育則有負的報酬率。The study of overeducation’s relevant factors on tertiary education and salary effects at junior high school teachers in Kaohsiung Abstract The correlation between overly educated and its opportunity cost had gathered great attention in other countries. Due to an overly expanded tertiary education in Taiwan, this phenomenon brought an ever-increasing percentage of junior high school teachers attended graduate schools each year. This study uses surveys to find out the reasons behind participating junior high school teachers in Kaohsiung and implements Mincer human capital earnings function to further study whether the overeducation existed as well as the existence of salary discrepancy. The study concludes that cognitive interest is the major factor of junior high school teachers attending graduate schools in Kaohsiung. The age, working experiences / seniority, and administrative responsibilities will increase their salaries; however, the square of working experiences will appear inverse relation. Cost benefit analysis reveals that adequate-education yield better return than overly educated, while there is apparent lower return on teachers with inadequate education. As a result, this explains effectiveness on necessary educational investment.