專科學校改制後師資政策合適性及講師專業發展需求評估之研究

Abstract

教育部自民國八十四年十一月修正專科學校法，訂定遴選專科學校改制技術學院並核准附設專科部實施辦法，同時辦理績優專科學校申請改制為技術學院並附設專科部；依據民國九十一年中華民國教育年報所述專科學校教師以講師佔多數，專科學校改制為技術學院，面對師資結構與制度的重大變革，學校必須面對改革，講師必須順應情境，與業界結合同時提升等級。因此，本研究目的有下列四點：（一）探討專科學校改制技術學院後，技專校院為提升師資結構，講師所面臨的衝擊；（二）評估講師在面對學校的改制，個人專業發展的需求；（三）分析講師在面對學校的改制，影響個人專業發展的因素；（四）根據研究的結果，提供未來台灣各技專校院改善師資參考依據。 本研究採文獻探討、訪談及問卷調查；依據文獻探討的結果，建立研究架構，編製訪談大綱，再依其結果編製「專科學校改制後講師專業發展需求評估調查問卷」，抽取台灣省及離島地區84所技專校院系主任及講師1,113位作為調查對象，回收956份有效樣本；本問卷調查以描述統計、單因子變異數分析及獨立樣本ｔ考驗進行統計分析，本研究主要發現如下： 壹、改制之後師資政策方面：專科學校改制有其必要性，師資結構與一般大學應有區隔、目前師資評鑑制度不合理，所訂定之師資結構不能培養出社會就業市場需求人才。 貳、改制後講師專業發展需求方面：目前國內人文學類及商管學類之博士不易取得，學校努力聘請助理教授以上師資，政府應開放提供講師在職進修的機會。 參、影響講師專業發展因素方面：學校的配套措施不足、學校限制教師進修人數、家庭、經濟、教學繁忙及國內博士班錄取率低，會影響講師進修的意願。 基於上述的發現提出具體結論、建議與省思：依據研究調查顯示，部分講師因為年齡、體力、健康等因素，無法配合學校師資政策之培育；建議政府為因應改制政策其師資結構之改變，建立一套優惠的退場制度，讓技專校院的發展更具活力。Ministry of Education revised the law of junior college in November 1995. Selected junior colleges were permitted to transform into institutes of technology. As a result, requirements about the quality and qualification of their faculty were raised. The composition of various ranks of faculty members for those newly transformed institute of technology faced great needs of change. However, institutions can not be changed in one day. Lecturers that have been teaching in junior colleges for years had difficulty to be promoted to higher rank of faculty position. Issues regarding the faculty policy as well as the professional development of lecturers become critical tasks to be handled by these institutes of technology and the central government. This thesis aims to handle the following issues: (1) Explore the challenges in faculty structure faced by these newly transformed institutes of technology; (2) Assess the needs of professional development for lecturers working in newly transformed institutes of technology; (3) Explore the factors affecting the professional development of lecturers working in newly transformed institutes of technology; and (4) Propose suggestions for improving faculty quality and structure in the newly transformed institutes of technology. Document and literature review as well as survey research methods were used to address the research questions mentioned above. A total of 1,113 faculty members in 84 institutes of technology were surveyed. The response rate was close to 90%. Results from statistical analysis yield the following findings: (1) Recent reform in vocational higher education was deemed appropriate and needed by most respondents. However, findings also suggested that the evaluation system for faculty members working in vocational higher education should be different from those working in general higher education because of the differences in the missions of these two type of higher educational institutions. (2) Lecturer expressed great needs for professional development after the transformation. Greater difficulties were found in the area of Humanities and Business due to the scarcity of doctoral programs in these areas. (3) Factors that affect the pursuit of professional development among lecturers include school policy and supporting system, family factors, economic factors, teaching responsibilities, and the shortage in the supply of doctoral programs.