代理教師自我認同的戲劇理論分析──以台中市國文代理教師為例

Abstract

本研究旨在探討代理教師在教學生涯中，對於自身身分的特殊性是否會產生自我認同的差異，將代理教師現況分為三個面向分析之：政策法規、學校行政、師生關係，藉由半結構訪談法深入訪談台中市國中代理教師，進而了解代理教師在教育體系中的立場、角色及狀態，再更進一步整理出不同代理職缺及師生關係對於代理教師自我認同的真實想法並提出具體建議，最終，與自我認同理論相結合，以獲知該各面向與代理教師自我認同的相關性。文中採用半結構訪談法針對代理教師進行訪談，使研究參與者有更自由的表達空間。將研究參與者限縮於重點都市──台中市，使訪談研究中的年資計算方式、工作時數、課業壓力等有所聚焦。並以與學生接觸時間最長的國文科目作為研究對象的條件，使師生互動的面向更容易在訪談過程中呈現。研究者先根據文獻探討，分析代理教師在法規制度、行政工作、師生關係這三面向可能產生的現況，並以Goffman的戲劇論為基礎，探討此狀態是否影響代理教師的自我認同，以此主題形成訪談大綱。根據研究結果可推知代理教師在教育體系中，由於政策法規下雇傭性質的不同和教育現場身分的特殊性，代理教師需要應對各種非本職的工作及不平等額外責任，進而影響他們的自我認同和職業發展，也凸顯了代理教師在教育體系中的弱勢地位。然而，代理教師的心路歷程是一個動態、多元的發展過程，包括對自我價值的認知、對教學事業的熱情和對工作條件的關注。研究結果顯示，當代理教師面對諸多不平等和不確定的職場處境，代理教師仍會選擇積極應對，努力建立良好的師生關係，並持續追求自身在教學事業中的價值。代理教師在教學工作中逐漸體認到自己的價值和使命，並開始更加關注自己的權益，包括工資、工時以及工作與生活的平衡。並希望藉由不同程度的發聲，使政府能正視代理教師的困境，從政策和社會觀念上進行更多的改革和支持。This study aims to explore whether the unique nature of their identity affects the self-identity of substitute teachers during their teaching careers. The current status of substitute teaching is analyzed in three dimensions: policy regulations, school administration, and teacher-student relationships. Through semi-structured interviews with substitute teachers in junior high schools in Taichung City, their positions, roles, and status within the education system are investigated. Furthermore, different substitute teaching positions and their perspectives on teacher-student relationships are examined to provide concrete suggestions. Ultimately, the study combines self-identity theory to understand the correlation between various aspects and the self-identity of substitute teachers.Semi-structured interviews were conducted with substitute teachers to allow participants more freedom of expression. The study focused on Taichung City to concentrate on factors such as seniority calculations, working hours, and academic pressures. The subject of Chinese language, with the longest contact time with students, was chosen to facilitate the exploration of teacher-student interactions during the interviews.

Drawing on literature review, the researcher analyzed the current situation of substitute teaching in terms of policy regulations, administrative tasks, and teacher-student relationships. Grounded in Goffman's dramaturgical theory, the study investigates whether this situation influences substitute teachers' self-identity, forming the basis for the interview outline.

The results suggest that substitute teachers in the education system face various non-professional tasks and unequal additional responsibilities due to differences in employment nature under policy regulations and the unique nature of their educational identity. This affects their self-identity and professional development, highlighting their vulnerable position in the education system. However, the journey of substitute teachers is a dynamic and diverse development process, including recognition of self-worth, enthusiasm for the teaching profession, and concerns about working conditions. Despite facing many inequalities and uncertainties in the workplace, substitute teachers choose to actively respond, striving to build good teacher-student relationships and continuously pursue their value in the teaching profession.Substitute teachers gradually recognize their value and mission in teaching work, and begin to pay more attention to their rights, including wages, working hours, and the balance between work and life. They hope to address the challenges faced by substitute teachers through varying degrees of advocacy, urging the government to reform policies and provide more support from both policy and societal perspectives.