私立中學教師的身心勞動－以H中學為例

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Title:	私立中學教師的身心勞動－以H中學為例
Other Titles:	Body and mental labor of teachers in a private secondary school
Authors:	蔡雅怡 Tsai, Yea-yi
Contributors:	教育社會學研究所林本炫 Pen-Hsuan Lin
Keywords:	身心勞動;規訓 body and mental labor;discipline
Date:	2003
Issue Date:	2015-06-02 17:06:31 (UTC+8)
Abstract:	本研究為破除教師一直以來的崇高地位，把教師比擬為勞工的一份子，教師不只勞心，更是勞力，而身為國民教育與高等教育階段之間的「中學」教師，除了升學壓力之外，私立中學的教師還要面對學生的生活管理、校方的政策規定，以及家長的介入等，所要面對的身心壓力更大。　　　本論文研究的目的，從私立中學教師在私校體制內的勞動控制，分析私校體制對教師的規訓機制，以及教師所遇到的挑戰，又其因應策略為何，希冀描繪出私立中學教師在此脈絡下的身心勞動狀態。因此本論文採取深度訪談研究方法，以私立中學教師的身心勞動作為論述的切入點，進行鉅觀與微觀研究的結合。　　　基於以上的理念和架構，本研究首先探討以往的勞動過程研究，進而將Burawoy的生產政治理論套入私校體制作為本論文的理論基礎，並納入傅科的「規訓」概念作為理論的補充。再者，探討學校為創造升學率以及求生存，因此對全校師生採取嚴格的內部管理，包括了對教師的監控機制、要求立即性的秩序感以及利用隱形的權力關係等，以強力的手段介入教學，使教師處於教學自主以及校方規訓的矛盾與爭扎。除此之外，私校對於學生的嚴格管控，同樣也讓學生成為考試機器，以及喪失自主權。　　　在私校教師的身心勞動狀態上，校方對於教師的剝削除了教師的人力資本之外，還有空間以及時間上的剝奪，讓教師的學校生活世界充滿了匆忙與無奈。而教師與校方之間唯一的共識為招生工作，但是在共識底下又充斥著模糊不清的遊戲規則，讓教師一邊玩一邊質疑遊戲規則。除了選擇離開之外，在面對校方不合理的待遇時，私校教師發展出一套隱形的因應策略。而身為教師的使命感以及教學上的內在滿足，也讓教師在不知不覺中，在私領域與公領域上結合並內化形成自我規訓。　　　最後提出研究結論，並指出現今私校教師處境做為反思。　　　This dissertation is a case study of teachers of a private secondary school in southern Taiwan. The noble status of teachers are eliminated from this research. Teachers are like labors, working hard with their mind as well as with physical labor. Besides pressure of examinations, the teachers of private school had still to face the caring of students , the rule of school policy and the intervention of parents. 　　　The aim of this research was to explore the body and mental labor of teachers and to analyze the discipline system in a private secondary school from a point of view of labor process control. Deep interview method was taken in the research Body and mental labor of teachers in private secondary school is the interface to combine macro-level institution with micro-level practice.　　　Michael Burawoy’s theory of ”the politics of production” theory and Michel Foucault’s concept of discipline is adopted to form a framework of analysis. Stern management of campus and teaching practices is taken by the private school to guarantee their survive and profit. The oversee of teachers, order of instantly and invisible power relations make teachers losing their teaching autonomy and struggling for their professional status. Students became exam machines and lost autonomy of learning.　　　In addition to teaching, teachers are also asked to do many other things. Those things not only spend their time, but also their human capital.. They make them feel very busy and sad. The only consent of both teachers and school managers is to solicit student, but It is full of fuzzy game rules. It means that teachers join these games, but sometimes they have to suffer some difficulties that force them to do some response. For example, they may choose to leave school, or make some invisible tricks practice when they suffer unreasonable treatment. But because of some degree of sense of mission or self-satisfaction they still stay in the school to be a teacher and internalized to self-discipline.　　　　Finally, some conclusions are addressed, and the different face of junior high school teachers is seen.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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