面對世界潮流重視人權的浪潮下，當我國的教育政策從「九年國教」延伸至「十二年國教」，加上少子化等各式衝擊，2006年12月12日教育部公佈實施「零體罰政策方案」來臨，希望改善我國教育現場中的體罰現狀。有鑑於教育政策是當前及未來國家發展的重要基礎，本研究問題在於：（1）瞭解零體罰政策實施的概況？（2）從政策執行等相關理論，析探零體罰政策執行對於基層教師產生的問題及有哪些因素會影響政策執行？以及（3）在政策執行實務上，如何因應有助於提昇基層教師服務的意願？依據文獻回顧結果，提出研究主題，採質性研究，運用「文獻分析法」與「深度訪談」蒐集相關資料，期藉由基層教師在教育現場上，對於禁止體罰的政策下，所遭遇的困難與因應，以窺探影響基層教師對於政策執行模式的重要因素。本研究預期貢獻在於：首先，藉由影響零體罰政策的演進描述勾勒零體罰政策執行的因素概況；其次，掌握影響基層教師在公共政策執行模式中的關鍵因素；最後，針對基層教師對於零體罰政策執行的困境與因應的策略，提出可能的改善建議。 With the world’s current tendency of protecting human rights, and under the impacts of both Taiwan’s 9-year compulsory education policy being extended to 12-year compulsory education and the tendency to have fewer children, Ministry of Education announced the implementation of ‘zero corporal punishment’ policy on December 12, 2006, expecting to improve the now existing corporal punishment problems in schools. Thus this study aims to: 1. understand the general situation of the implementation of ‘zero corporal punishment’ policy, 2. analyze the difficulties teachers are facing after implementing ‘zero corporal punishment’ policy, and the possible elements that might affect the implementation of the policy, 3. find a pragmatic way to elevate the motivation of teachers. The study adopts Qualitative Research using Literature Study and Depth Interviews. It aims to understand the difficulties teachers are facing after implementing ‘zero corporal punishment’ policy and their solutions, and further find out the critical elements of teachers’ effects on the modes of implementing the policy. Hence, the study aims to make contribution to outline the general situation of the implementation of ‘zero corporal punishment’ policy, to grasp the critical elements of teachers’ effects on the modes of implementing the policy, and to provide possible suggestions on improving the difficulties teachers are facing after implementing ‘zero corporal punishment’ policy and the their strategies to solve the problems.
