查詢結果分析
來源資料
頁籤選單縮合
題名 | 導師職務更動中校長專業倫理衝突:家長選擇權之衝擊=Parental Choices of Teachers in Terms of Which Classes to Teach-Ethical Conflicts of the Principals' Administrative Decisions |
---|---|
作者 | 李英姿; 洪志成; Li, Ying-zi; Hung, Chih-cheng; |
期刊 | 教師專業研究期刊 |
出版日期 | 20121200 |
卷期 | 4 2012.12[民101.12] |
頁次 | 頁25-51 |
分類號 | 520.1 |
語文 | chi |
關鍵詞 | 家長教育選擇權; 學校行政倫理; 兩難困境; Parental choice; School administrative ethics; Dilemma; |
中文摘要 | 本研究旨在探討家長行使教育選擇權,要求校長更換依行政慣例安排的教師級務,校長面臨行政專業倫理衝突的衝擊。本研究以焦點俗民誌為方法論,訪談華納(化名)國小相關事件關係人之校長、主任、家長和教師,並透過參與觀察、文件等方法蒐集資料。研究發現校長行政倫理衝突緣於:家長眼中的不適任教師,抵觸學校的教師級務分配原則;及校長堅持依慣例不輕易更動教師級務,與家長的學生最佳福祉意識抵觸。家長為達到換教師訴求採取策略為:集結以轉學要脅、動用權勢施壓、訴諸媒體壓力、達到目的回歸平靜;校長行政因應歷程為:堅持體制柔性慰留、家長威脅轉校下校長行政倫理衝突、屈服強權棄車保帥、教師士氣低落調動轉校等。結果從倫理學角度討論,當家長行使教育選擇權選擇教師時:學校制度層面,仍以原先教師編排制度的平等尊重原理為優先考量,但面臨家長運用策略與權勢選擇教師時,會以學校的最大利益原理為考量;學校領導者層面,當行為效益論與規則效益論皆無法圓滿解決時,仍以最大利益原理為考量,無法達到平等尊重原理的主張;教師層面,雖顧及大多數教師的最大利益,卻缺乏以平等尊重原理關懷少數教師的需求;家長以及學生層面,擁有較多社會資本的家長以集體轉學、運用權力介入,形成壓力團體迫使學校讓步更換教師,雖符合少數家長與少數班級學生的最大利益原理,卻違反了學校多數家長與多數班級學生的最大利益原理與平等尊重原理。 |
英文摘要 | This paper aimed to explore what professional ethical conflict the principle faced when parents interfered by using diplomatic parental choices to request change the decisions of classroom teachers already assigned based on personal interest. Adopted focused ethnographic methodology, participants in this study included the principal Warner, the dean, the parents and the target teachers who involved in the parental choices issue in Warner Elementary School. Data were collected via interviews, participant observations and documents.The findings show that the conflicts between parents and administrative ethnics resulted from two sources: 1) firstly, parents' criteria of ”good teachers” which contradicted with the administrative conventions of how teachers were assigned to each classes, and 2) the principle's insistence of ruling according to the administrative confessions contradicted with parents' high priority of 'students' best interests. To fight for their goal to rearrange the teachers' assignment , the parents adopted the following strategies including claiming to transfer their kids in groups to other school districts as a threat, bringing in external pressure groups, pressurizing with authority, and resorting to media pressure. Accordingly, the process that Warner responded were firstly resisting to change the administrative conventions but keeping comforting the parents; then the principals' experienced conflicts of professional ethnics due to parents' threats, principles' knuckling under authority by sacrificing the established conventions, and finally target teachers quit teaching in the school due to shrinking morale. The five issues in the following dimensions evolved were discussed respectively in terms of the principle of max interests and that of equality including institution, leaders, teachers, parents and students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。