| Summary: | 碩士 === 國立嘉義師範學院 === 國民教育研究所 === 86 === The main objective of this study is to understand the attitudes ofelementary school teacher toward teachers'''' union.Including "cognitivegoals, functions,and acts", "union participation", "idealism about teaching and school", and "evaluation of operation and effects of unionat school-level". To achieve the objective mentioned above, this study was conductedthrough three methods, containing document analysis, investigation, and interview. First, the author gathered and analyzed related laws, papers,and documents to develop the questionnaire. Second, 830 teachers from 34elementary schools in 8 areas were selected to be subjects of survey by purposive sampling (77% of questionnaires were returned and 75% of themwere compiled in this results).Third, semistructured interviews wereconducted among 24 union leaders, principles, teacher-head, and teachers. The conclusions draw from this study are divided into eight parts:A.For cognitive goals: teacher belive goals of unions'''', fair treatment, and professionls'''' are all important, but fair treatment is superior. Then comes next professional goals, and then unions''''. And there is also significant difference among different levels of four dependent variables concerning teachers'''' backgrounds (gender, position, membership, willingness of participation union).B.For cognitive function: Teacher union can be work both goals of unions'''' and professionals''''. And significant difference also found at different levels of variables (gender, position, membership, willingness of participation union).C.For cognitive political action: Supporting candidates those who close to teachers'''' adventges or teachers'''' union endorsement and lobbying are three ways teacher preferred and, associated with political party and labor union not supported in degree. And significant difference exits at different levels of variables (gender, position, membership, willingness of participation union).E.For cognitive rebel:avoding conflict and united with other group that make pressure on education bureaucracy are the two ways techer like, And significant difference exits at different levels of variables ( gender, marriage, educational background, membership, willingness of participation union).F.For union participation: idea-collective motives are the most important factor for teacher to be membership of teachers'''' union, then are instrumental motives, and then social pressure. In addition, the most powerful factor that make teachers give up to be membership of union are
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