| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 99 === This research mainly discusses the teachers’ recognition of the policy of Zero Corporal Punishment in Taipei County, and the difficulties the teachers encounter during the transformation of the type of corporal punishment they take as well as the influence of the policy.
The approach of this research is based on Qualitative Research, the analyses of the former studies, and interviews. The interviewees are teachers who also take roles as homeroom teachers, ministers or chiefs in school. The results of this research are as follows:
After legislation ,the perception of the legislation of Zero Corporal Punishment among junior high teachers:
1.Teachers have high recognition of whether their discipline behaviors cause corporal punishment or not.
2.Teachers are able to understand the essence of the legislation of Zero Corporal Punishment is to maintain the rights and interest of students and construct an environment-friendly campus.
3.Teachers are influenced by their personal experience of corporal punishment during their schooldays and the types of discipline they apply after they teach in school are more optimistic and show the respect to students.
After legislation of Zero Corporal Punishment ,the changes of junior high teachers’ discipline behavior on students:.
1.Acknowledging the essence of the policy, teachers find the difficulty to execute the law and also find the law becomes the excuses of the students without Intrapersonal Intelligence.
2.Under the restriction of the law, school discipline tends to be legal and the punishment is focused on mental effort instead of physical punishment.
3.Insist the attitude of discipline to students be maintaining teachers’ dignity and focus on the rational control of the situation.
4.Emphasize on a full-scale notification and communication between parents and administrators. Simplify the process of dealing with the student rule-breaking events.
5.The range of school discipline of the teachers who also play roles as administrators is wider than those who serve as teachers only. General teachers focus their discipline on events which happen in school and also lower their standards of students’ academic achievement and code of conduct.
The frustration after the legislation of Zero Corporal Punishment:
1.The administrators are highly expected to deal with the students’ problems, which increases the risks and pressure at work.
2.Teachers have great doubts about the “legal discipline” promulgated by Education Bureau and concern the effect of discipline methods provided in the law.
3.Teachers think the effect of school discipline decreases after the legislation of Zero Corporal Punishment and there’s no respect from students or parents.
4.School discipline tends to be handled by the team of administrators instead of a teacher only. Teachers lower the standards of code of conduct and academic achievement toward students.
To make recommendations on the following objects according to the conclusions of this study:
To education authority:
1.Strengthen the content of the method in counseling and managing students and should consider the applicability of different schools.
2.Enhance the communication with the front-line teachers disciplining students and amend the content of the law in time.
To school administration:
1.Extend the staff of disciplining teachers and counselors, decrease the pressure of the administrators.
2.Strengthen the ability of the administrators to deal with the deviant behaviors.
To teachers:
1.Strengthen the communication between teachers and students, construct the system of rational communication.
2.To coordinate the age of zero corporal punishment, traditional authoritative concept of discipline needs changing.
3.Think more and apply the positive discipline approaches except corporal punishment.
To parents:
1.Connect with teachers more and establish a good relationship.
2.Enforce the parent-chilld communication and concern the children more.
To the future researchers:
1.More observation at the scene to the future study.
2.Additional interviews with principals, competent authorities.
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