| Abstract: | 目前中小學校園有著「正式教師」與「代理／代課教師」之區分，兩種教師形成的二元分立結構關係，如同「一個學校，兩個世界」。這樣的結構對代理／代課教師產生了許多不公平。然而，即便如此，許多代理／代課教師仍不惜耗費青春年華，堅持長期代理／代課，究竟是什麼原因讓他們甘願為教育做出奉獻？ 本研究以臺南市公立國中代理／代課教師為主要研究對象，探究正式教師與代理／代課教師的二元分立的結構關係形成；另應用Burawoy「製造甘願」的理論觀點，一方面對相當數量的正式老師以及代理／代課老師進行了深入訪談；一方面發放問卷，進行統計分析並對照差異。經由如此質、量並用的研究方式，期能整理出代理／代課教師「甘願勞動」的因素與其過程中的製造機制。 從訪談與分析的結果發現，師資培育制度如同一套走入甘願的結構設計：在代理／代課教師進入教育市場之前，教師甄試的束縛形塑了甘願；在進入教育市場之後，有三大機制---教人遊戲、內部勞動市場、以及內部國家---更加鞏固了這種甘願。代理／代課教師一旦開始就任，就很難不繼續擔任，其教職生涯如同一部被製造甘願的歷程。我們另將上述三大機制轉化成統計變項進行分析，更發現代理／代課教師隨著年資累積，有更高的工作投入意願，即使勞動條件不佳，依舊甘之如飴。最後，本研究從師資培育的制度層面角度去做全面檢視，探究現行的師資培育制度對代理／代課教師所產生的影響，也提出政策上的建議。
The phenomenon of “one school but two different worlds” is common on campus today. That is, two kinds of teachers, regular teachers and substitute teachers, both exist in the same school. Teachers are divided into either regular teachers or substitute teachers based on the dual structure simultaneously. Even though substitute teachers are confronted with many social injustices under this structure, they still persist in dedicating themselves to the role of substitute teachers. Thus, this research aims to explore the reasons behind this phenomenon. To investigate the development of this dual structure, the subjects of this research are the substitute teachers of public junior high schools in Tainan. Moreover, from the perspective of Burawoy’s “Manufacturing Consent,” we set out to understand the mechanisms that render substitute teachers willing to accept such adverse conditions, by using both qualitative in-depth interviews and quantitative questionnaire survey and statistical analyses. According to our interviews and analyses, we found that the system of teacher education in Taiwan constitutes a structural formula for building consent. Before substitute teachers enter the education market, they are bound by teacher recruitment practices, which finally lead to the formation of consent. After their entrance, this consent is reinforced by three mechanisms: the teaching game, the internal labor market, and a mirage-like internal state. Consequently, once substitute teachers take up this job, they enter the process of consent formation, and it becomes difficult for them to withdraw. On the other hand, the three mechanisms mentioned above have also been transformed into different factors for statistical analyses and the results indicate that in spite of the inferior working conditions, the job involvement of substitute teachers shows corresponding growth with their years of service. Furthermore, we conduct an investigation of teacher education system in Taiwan, explore its influences on substitute teachers, and followed by proposing further policy suggestions. |
