近幾年來，教育界的糾紛事件有增多的趨勢，尤其是教師法起草期間，教師能否 有「罷教」及組織「自主性工會」的權利問題，曾引起廣泛的迴響與討論。 本研究以四一○名中學教師為研究對象，其目的在（１）研究中學教師目前的工作滿足與組 織承諾情況，以及對教師工會及罷教之態度；（２）分析中學教師的個人背景變項、學校類 別（公立或私立），工作滿足、組織承諾等因素對工會參與及罷教態度的影響。 本研究結果發展：（１）男性、已婚、年齡較大、年資較久的教師之組織承諾感及工作滿足 感皆較高；（２）工作滿足感較高的教師較不會罷教；（３）贊成加入教師工會者較可能採 取罷教手段來表達不滿；（４）多數教師願意加入教師工會；有點同意可以為了爭取工作保 障而罷教；同意罷教會帶來不良的影響；有點不同意罷教是合理可行的手段；有點同意對參 與罷教的教師做適度的處罰。 The purpose of this research is to investigate secondary school teachers' attitudes towards teachers' union participation and strikes. In total, 410 teachers are surveyed and interviewed in this study. The results show that: 1. Those teachers who have a higher level of job satisfaction and who commit more to their schools tend to be male, married, older in age, and/or have served longer on the job; 2. Those teachers who are more satisfied with their job are less likely to strike; 3. Those teachers who are willing to join the teachers' union are more likely to use strikes as a means of expressing their discontent; 4. Most teachers who are willing to join the teachers' union slightly agree that, if necessary, they would strike to protect their job; 5. Most of the teachers surveyed agree that strikes have damaging effects on the educational system and the society; 6. Most teachers slightly disagree that strikes are rational, and slightly agree that those who join the strikes should be punished.
教育與心理研究, 15,173-213 Journal of Education & Psychology