教師恐懼與組織參與之研究

Abstract

有感於近年來經濟起飛、教育改革等社會重大變化，皆直接或間接地影響我國教育發展，和教學現場中教師的教學及其心理狀態。因此，本研究一反過去關於教師參與組織之量化研究，改從心裡面向探究兩者之關係。然而，囿於研究者有限的時間與精力，僅以北部地區之國民小學教師為研究對象。一方面透過訪談瞭解教師在工作上可能面臨的恐懼來源與層面，以描繪參與組織之教師恐懼類型；二方面亦藉由文件分析的方法，梳理教師組織之回應與協助，在訪談與文件資料的相互對照輔佐下，以釐清組織對降低教師恐懼的實質性幫助，及兩者之關係。 研究結果顯示隨著社會的改變，教師於教學現場中必須面對各式各樣的挑戰，因而產生焦慮、擔憂，甚或恐懼的感受。任何會促使教師認為需要受到保障的衝擊，通常為非教學事宜引起的恐懼，乃是導致教師選擇組織作為解決策略之教師恐懼來源。相對的，組織一面因具備團體本質與法定地位，提供基層教師歸屬感和相關權益保障，而能有效降低教師恐懼；一面卻也因如是的團體本質，進而在言語恐嚇下，反矛盾地增加教師恐懼的感受。

Our society has gone through substantial changes in recent years. The booming economy and education reforms to a certain extent have influenced the development of education, teachers’ teaching and even the teachers’ state of mind, directly or indirectly. In light of this situation, the study focused on the relationship between teachers and teacher organizations in the psychological context via qualitative approach. Elementary school teachers in the northern region of Taiwan are selected for research. Information about the fear that teachers face in the workplace, as well as their participation in organizations through interviews. Alternatively, the study will analyze the responses and support provided by the teacher’s organizations via document analysis. Combining the two methods, we hope to learn how organizations can reduce the fears / concerns of teachers. The results of the study indicate that teachers experienced anxiety, worries, even fear, when facing all kinds of challenges in the teaching environment. Reasons prompting the teacher to seek support from teacher’s organizations to relieve his or her fear are related to teaching itself. At the same time, the teachers’ organizations are able to lessen the fears of teachers because they are able to provide concerned teachers a sense of belonging and assurance of their rights, due to the organizations’ group identify and the legal status that they hold. However, teacher organizations may also become one of the sources of teachers’ fear paradoxically.