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題名:教育組織集體協商之研究
作者:張弘勳
作者(外文):Chang, Hung Hsun
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
指導教授:謝文全
張明輝
學位類別:博士
出版日期:2004
主題關鍵詞:集體協商教師會協商僵局申訴collective bargainingteacher unionnegotiationimpassegrievance
原始連結:連回原系統網址new window
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本研究主要目的是探討教育組織集體協商的範圍、原則、運作歷程、可能遭遇的困難和解決之道,並探討我國教育組織集體協商的現況和相關意見,根據研究結論提出建議,以供我國教育組織集體協商之參考。
為達上述目的,本研究兼採文獻分析、問卷調查、訪談為研究方法,透過文獻分析以作為調查和訪談研究的基礎,再編製「教育組織集體協商調查問卷」,進行調查研究;編製訪談大綱,進行訪談,以瞭解我國教育組織集體協商的現況和相關意見。調查和訪談對象為公私立高(職)國中小學學校行政、教育行政機關和教師會人員;問卷部分,共發出問卷622份,實得有效問卷413份;訪談對象為15人。最後將文獻探討、問卷調查和訪談結果,做成結論,並據以提出建議,以達研究目的。
依據文獻探討、問卷調查和訪談結果的發現,歸納出以下結論:
一、就長遠來看,宜集體協商簽訂教師聘約;但目前協商完成教師聘約準則或聘約的縣市和學校為數仍少。
二、宜納入協商範圍的項目有聘約協商規則和教學事務規定等八項;前二項目前已納入,但仍不普遍。
三、宜做到的協商準備活動有預定議題和蒐集並分析資料等八項;目前有五項已做到,但仍不普遍。
四、宜分配的協商團隊角色任務有法令分析、協商記錄、工作分析、協商主談、財務分析五項;目前只有一項做到,但仍不普遍。
五、宜進行的協商程序有提出協商版本並加以說明與運用協商策略和戰術等五項;目前有三項程序已進行,但仍不普遍。
六、宜運用的處理僵局方法有調解、調查、仲裁三種;但目前缺乏這些機制,較常運用的是請教育局、民意代表或縣市教師會協助。
七、宜採行的契約生效方式在協商代表簽字後,可陳報主管教育行政機關備查,或經教師會同意再陳報主管教育行政機關;目前第一種雖已採行,但仍不普遍。
八、宜採行的瞭解契約途徑有提供成員每人一份協商契約和由協商代表向成員說明等四項;前二項目前雖已採行,但仍不普遍。
九、主管教育行政機關或學校違反協商契約時,教師會或教師宜採行的申訴程序為向學校主任和校長申訴等五項;但目前採行情形不普遍。
十、宜掌握的協商原則有誠信、合法、合作、對等、書面、彈性、漸進、同理八項;目前上述八項原則雖已掌握,但仍不普遍。
十一、宜運用的協商策略為整合式;目前雖已運用,但仍不普遍。
十二、可採用的協商戰術有贏了裡子給對方面子和掌握機先主導協商等六項;前二項目前雖已採用,但仍不普遍。
十三、可能遭遇的協商困難有法令不周全和協商知能不足等十三項,前七項目前已遭遇;宜採用的解決協商困難方法有加強教師會專業形象等十四項,前四項目前雖已採用,但仍不普遍。
十四、教師聘約宜在全國或縣市層級協商;協商代表人員主要是教師會人員、教師代表、學校主任和組長、校長,人數宜為五人左右。
十五、不同背景填答者對教育組織集體協商應然面的意見大同小異,但對實然面的意見小同大異,其中以不同現職者的意見差異較大。
依據研究結論,對教育組織集體協商範圍和歷程,與教育行政機關、學校行政和教師會,提出建議如下:
壹、對教育組織集體協商範圍和歷程的建議
一、在協商的範圍方面,可增加教師會、學校行政和主管教育行政機關的權利和義務、教師人事、福利和薪資六項,以明訂雙方的權責。
二、在協商的準備活動方面,宜加強預定協商的策略和戰術、預定處理協商僵局方法、預定協商的基本規則,以有效達成協商目標。
三、在協商團隊的角色任務方面,宜加強分配法令分析、協商記錄、協商主談、財務分析之角色任務,以發揮協商團隊功能。
四、在協商的程序方面,宜靈活運用協商的策略和戰術,進一步可將協商結論寫成契約的型式。
五、在處理協商僵局方面,宜運用調解、調查和仲裁的處理僵局方法,以解決協商僵局。
六、在契約生效方面,協商代表簽字後,可採行陳報主管教育行政機關備查生效,或經教師會同意再陳報主管教育行政機關同意。
七、在契約瞭解途徑方面,宜加強編輯契約內容疑義讓成員參考,進一步可由協商代表向媒體和大眾說明,以正確執行契約。
八、在申訴程序方面,可依序向處室主任、校長、主管教育行政機關、主管教育行政機關首長和仲裁者申訴,以解決違反協商契約問題。
九、在協商的原則方面,宜加強掌握誠信、合法、合作、對等、書面、彈性、漸進和同理原則,以促進協商順利進行。
十、在協商的策略方面,宜多運用整合式策略,以利教育長期發展。
十一、在協商的戰術方面,可多運用增強提案的合理性、請具影響力的人協助、運用輿論、增加履行義務等戰術,以達成預定目標。
十二、在解決協商困難方面,宜詳訂協商法令和做好協商準備等十項,以使協商順利進行。
貳、對教育行政機關、學校行政和教師會的建議
一、對三者的共同建議:(一)完成教育組織集體協商的立法,明訂詳細周全的集體協商法令。(二)充實集體協商相關知能,熟悉集體協商運作歷程。(三)尋求學者專家和顧問的協助。
二、對教育行政機關的建議:(一)調整態度、開放心胸、對等看待教師會。(二)善盡督導下級單位和學校正確執行協商契約之責。(三)順應民主潮流,與教師會建立良好的協商關係。
三、對學校行政的建議:(一)學校行政應採用民主開明的領導風格。 (二)學校行政應和教師會互助合作。(三)建立便捷通暢的溝通管道。
四、對教師會的建議:(一)提升教師民主法治和理性溝通的素養。 (二)開發資源,以厚植實力。(三)建立專業形象,以獲得大眾支持。
The main purpose of this study is to explore the score, principle, process, difficulty and solutions to collective bargaining. It also aims to comprehend opinions and current situation of collective bargaining in Taiwan education. Based upon the research findings, suggestions would be offered.
This study is accomplished with the process of literature analysis, questionnaires and interviews. Based on the documentary analysis, the score, principle, process, difficulty and solution are brought forth to tackle with. Primitive understanding of all these issues helps to scaffold the fundamental and theoretical guidelines for research. The “Questionnaire for Collective Bargaining in Education” and interviews are later used for investigation on the current situation and opinions of collective bargaining in Taiwan education. The survey is conducted with 622 copies issued and with 413 effective copies returned. A total of 15 people selecting from various schools, education administration staffs and teachers’ association are interviewed.
From the data of literature analysis, questionnaire and interview investigations, the conclusions are as following:
1 For long-term perspective of development, teachers’ contract should be prescribed through collective bargaining. Yet, currently, only a few schools and counties implement it.
2. Eight issues should be contained in the scope of negotiation, such as: regulations of making contract and other affairs concerning with teaching. Though current negotiation consists of these two items, but they’re not frequently applied.
3. Eight items should be prepared before negotiation. Among them are picking-up main issues and collecting adequate related-information for analysis. Current measurements consist 5 of them, while not frequently applied.
4. The task assignment is mainly divided into 5 parts: attorney, recorder, job specialist, chief spokesperson and finances analysis. Among these, job specialist is currently adopted, while not frequent.
5. In the process of negotiation, presenting and explaining of proposal and using of strategies and tactics could be included. Among these five items, three of them are currently involved, while not frequent applied.
6.In case of the stalemate, suggesting measurements are mediation, further investigation and arbitration. Among these three, none is adopted. Seeking support from education administration, councilor and county teachers’ association for assistance are more often accepted.
7.Two ways to put the contracts into effect. First, present the consensus contract with representatives’ signatures to education administration organization for approval. Second, present the contrast with the endorsement of teachers’ association to education administration organization for approval. The first method is currently involved, but not frequently.
8. Four ways to make content well acknowledged. For example, provide copy to each member or make illustrated by negotiating representatives. Some of them are currently involved, while not frequently applied.
9. For the grievance procedures, when school/educational administration organization violated agreement, teacher/teachers’ association could grievance to chief of staffs in school and principal…etc. by this order. Among these five procedures, no one is currently involved.
10. For the principles of negotiation, honest, legal, collaboration, reciprocal, in written form, flexible, negotiating from easy to difficult and changing position to consider could be included. These 8 principles are currently involved, while not frequently applied.
11.Try to develop integrative strategy. It is currently manipulated but not frequently.
12. The best result for negotiation is a win-win situation; one gains the face and the other substantially. Among these six items, two of them are currently involved, while not frequently applied.
13. Thirteen factors might generate disruption in negotiation. Seven of these difficulties actually occur. Fourteen solutions could be reached, such as the establishing professional icon of teachers’ association. Four solutions are adopted currently, yet not widespread.
14. Teachers’ agreement could be negotiated at nation or county level. The negotiating representatives are teachers’ association members, teachers’ representatives, chief and staff of school, principal. The number of negotiating representatives was about five.
15. The opinions from various background respondents are similar in how collective bargaining should be done in education. While, opinions differentiate in what collective bargaining has ready been done.
Based upon the research findings, suggestions to the score and process of collective bargaining in Taiwan education could be attempt to strengthen above items. Suggestions to school and educational administration and teachers’ associations as following:
1.Common suggestions: (1) Make rules clear and distinct. (2) Collect relative information and skill of bargaining and be familiar with its process. (3) Seek the assistance from the expertise and consultants in this field.
2. Suggestions to educational administration: (1) Be open-minded! Treat the teachers’ association in the equal status. (2) Supervise the subordinate organization and execute the rules in the contract appropriately. (3) Establish sound mutual relationship with teachers’ association.
3. Suggestions to school administrator: (1) Operate school in a democratic way. (2) Cooperate with teachers’ association. (3) Establish clear communicating channel.
4. Suggestions to teachers’ association: (1) Communicate with ration. (2) Explore rich resources. (3) Shape professional image.
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