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|Other Titles: ||Teachers' perception on rights and obligations examined by fuzzy measurement in junior high schools of New Taipei City|
|Authors: ||周淑晶;Jou, Shu-Chin|
|Keywords: ||教師權利;教師義務;認同程度;實現程度;teacher's right;teacher's obligations;degree of recognition;degree of realization|
|Issue Date: ||2014-01-23 13:26:08 (UTC+8)|
This study aims to explore teachers’ perception on rights and obligations. Based on the self-designed fuzzy questionnaire, this study collected the interval data related to teachers’ perceptions on rights and obligations in schools. A total of 400 target samples were selected in junior high schools of New Taipei City. There are 339 valid questionnaires. Following the idea of fuzzy statistics, this study transformed the interval data by way of fuzzy means, defuzzification, and fuzzy distance. The findings of this study are as follows:
1.The result reveals the professional autonomy with higher degree of recognition and realization perceived by teachers. Besides, the teachers indicate the higher degree of recognition and middle degree of realization on “Teachers can refuse any job or activity which have no relationship on teaching” and “Teachers with profession autonomy for the counseling of student by the legal entitlement”.
2.The results show higher degree of recognition and middle degree of realization on the items of “Teachers with rights to resolve the significant events about the school administration”, “Provide opinions on academic and administrative matters,” and “Participate committees convened in the school actively”.
3.The results indicate higher degree of recognition and realization on “Teachers permitted to join the union freely”; However, the higher degree of recognition and middle degree of realization shows on “Violation on teachers’ working conditions are improving by the coordination, arbitration and negotiation behavior”; Then, the middle degree of recognition and realization shows on “Teachers go on strike”.
4.The results of obligations in counseling and parenting students show with higher degree of recognition and realization on “Respect students’ learning rights in teaching”; And then the higher degree of recognition and middle degree of realization on “Be involved in deciding rules of counseling and disciplinary for students”, “Positive discipline”, and “Observe provisions on zero corporal punishment”.
5.On obligations as a mentor, the teachers perceived higher degree of recognition and middle degree of realization on “Shall act as the mentor for teachers”, “Family visits for students”; however, they perceived middle degree of recognition and realization on “Answer the phone with parents before 10 pm.” and “Help students complete their service learning”.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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