The opinions of the elementary school teacher of Taipei city on Career Ladder Program Protocol and supplementary measure

• Main Authors: chen- fong- li, 李振鋒
• Other Authors: 劉春榮
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/67081013294562674836

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所學校行政碩士學位班 === 96 === The purpose of this study was to explore the issues of the planning teacher career ladder programs in Taipei city. There were five chapters in the study and they were Introduction, Literature Review, Research Planning and Carrying out, Result Analysis and Discussion, and Conclusions and Suggestions. The research methods used in this study were Literature Reviews and Questionnaires. In Literature Review, the meaning and theory of career ladder program of major countries and the related domestic literatures were considered. Moreover, the existing national teacher personnel system, the educational ideal of paterfamilias participation and the related empirical research for career ladder program were collected and discussed in this portion. In Questionnaire, the major subjects were teachers in Taipei city public elementary schools. Random sampling based upon different levels is adopted for questionnaire investigation. 1,123 teachers were selected for the questionnaires. And the valid data were analyzed and concluded. The collected data were processed by SPSS 10.0. for Windows. The conclusions of this study are as following: 1. Teacher Career Ladder should consist of 4 ladders: the beginning teachers, common teachers, professional teachers, and experienced teachers. 2. The duties of lower-stage teachers and higher-stage teachers should be divided and designed properly. 3. Certification should be bestowed to the teachers of different stages. 4. The criteria of the promotion of teachers should not only be their teaching performance but also their seniority. 5. When teachers apply the promotion, the seniority should be considered andcooperate with stages. 6. As designing the measures of incentives and pressures of teacher career ladder programs, the feelings of teachers should be taken seriously. 7. The proportion of the teachers of different stages doesn’t have to be set up. 8. The organizations for examining the promotion of higher-stage teachers can be schools or others like education bureaus. 9. The members for examining the promotion of teachers may include different representatives of teachers, principals, administrators, educational experts or professionals. And their professional backgrounds are the most important. 10. Examining items and criteria in the promotion standard and examination system should be multiple, widespread and objective. 11. There should be different examining proportion and seniority criteria in different stages. 12. The hours and the criteria of teachers’ study should be limited. 13. To carrying out the system, first, the relevant laws and regulations are needed . 14. The measures of pay raise and reduction of teaching-load can be adopted as the incentives of teacher career ladder program. 15. The adjustment of pay can be made on the part of academic research llowance; giving teachers “bonus” can be another feasible way. 16. The gap of pay between different stages should be NT3000 dollars to NT5000 dollars. 17. All beginner teachers are suggested to participate in Teacher Career Ladder Programs, but present teachers are suggested to participate in the programs voluntarily. 18. To communicate and publicize with teachers when carrying out the programs, and test it in the beginning. Key words: Teacher Career Ladder, elementary teachers