我國教師專業倫理守則之建構

Abstract

本研究旨在建構我國教師專業倫理守則，作為教師專業團體制定教師專業倫理守則之參考。為達成研究目的，本研究經由文獻探討整理出教師專業倫理五大構面，並採用德懷術問卷調查法，邀請13位教育專家學者與現場實務教師（國小、國中、高中與高職）協助建構教師專業倫理守則，以連續的結構化問卷對諮詢委員進行兩次德懷術問卷調查，建構出我國教師專業倫理守則。 根據研究結果發現：一、教師專業倫理宜包含四大內涵：「專業展望」、「多元尊重」、「賦權合作」與「關懷扶助」；二、我國教師專業倫理守則包含「教師專業素養」、「教師與學生關係」、「教師與家長關係」、「教師與同事關係」、「教師與社會關係」五大構面、前言以及三十六條條文。研究者並提出研究建議以供政府教育相關機構以及未來研究之後續參考。The purpose of this study is to construct the professional ethics code of primary and secondary school teachers as a reference for the association of teachers. To achieve it, this study has proposed five dimensions for the professional ethics code of teachers based on literature review. Besides, this study involved Delphi method among thirteen people that are educational experts and teachers of primary and secondary school. The proposed principles based a series of Delphi questionnaires answered by the thirteen participants in two rounds. Results of the research can be summarized in the following outline. First, the four principles, “professional prospects”, “respect for pluralism”, “empowerment and cooperation” and “care and support”, are suggested to be included. Second, the regulations of primary and secondary school teachers in Taiwan should contain five determinants, preamble, and thirty-six articles. The five dimensions are “teacher professionalism”, “the relationship between teachers and students”, “the relationship between teachers and parents”, “the relationship between teachers and their colleagues”, and “the relationships between teachers and communities”. Furthermore, recommendations for further research are provided, which can be a reference for education-related government agencies and unions.