| Summary: | 碩士 === 臺北市立大學 === 人文藝術學院國民小學教師在職進修公民與社會教學碩士學位班 === 105 === Teachers were allowed to organize the unions according to the Labor Union Law in 2010. This unlocked the beginning of a new era for teachers to have the right to organize unions, bargain collectively and dispute about their privilege and welfare. But there are still restrictions on the three rights comparing to other unions. These restrictions affect the operation and development of the Teachers’ Union. Thus the Teachers’ Union is dubbed the “lame union”.
The researcher made a study through the literature analysis and qualitative Interview Analysis by consulting the relevant documents and interviewing the cadres of the Teachers’ Union and school administrators. The purposes of this study are to discuss the three rights of the Teachers’ Union, to investigate the structure of its organization and authority, and to find out the difficulties faced in the operation of the Teachers’ Union.
The researcher discovered some difficulties in the operation of the three rights through this study. These difficulties weaken the working efficiency of the Teachers’ Union. In the right of organizing unions, teachers are not allowed to organize business unions. That means teachers are not allowed to ask for legal leave for attending meetings or conferences in the Teachers’ Union, and the Teachers’ Union can not force any teachers to join it. It’s difficult to avoid the Free Rider Effect. In the right of bargaining collectively, it has to be approved by the authority in advance and the process is usually lengthy. Furthermore, there are many restrictions on the subjects of debate. In the right of dispute about teachers’ privilege and welfare, most members are not familiar with the procedure and methods in the process of reconciling agreements, mediating disputes or arbitrating between controversial issues. Teachers are administratively positioned low and are not allowed to go on strike.
The researcher found some key points in the light of the difficulties faced in the operation of the Teachers’ Union.
1.In general, teachers are lack of recognition about labor and labor consciousness. Teachers have lower participation in union’s activities.
2.The interaction between The Teachers’ Union and the labor bureau as well as the education bureau is tensive. The attitude of school administration toward the Teachers’ Union is passive.
3.The image of the Teachers’ Union is not professional enough.
4.The abilities for bargaining collectively and disputing disagreements of the Teachers’ Union should be strengthened.
5.Every message should be conveyed accurately and precisely. The democratic mechanism of the Teachers’ Union should be worked practically and the identity for teachers to the Union should be promoted.
The researcher provides some concrete proposition to the Teachers’ Union as well as the school administrations in expectation of enhancing the working efficiency and strengthening the structure of the Teachers’ Union. The proposition can also provide useful reference for revising the Education Law and the Labor Law.
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