中文摘要：
本研究先行探討美國地方學區在實施教師分級制所規劃的配套措施，並評析我國教育部分級辦法的草案內容，同時對照國內實徵研究與實地訪談之結果，提出以建立教師職級證照制度來提昇教師專業地位、促進教師在職進修、強調實際教學表現、確保師資素質等。本研究之主要目的在於評估地方試辦的可行模式，選擇屏東縣為研究對象，調查不同背景的教育相關人員，包括地方教育行政機關人員、縣籍民意代表、家長代表（統稱非教職人員）、教師組織代表以及幼稚園、國中小、高中職專任教師、兼任行政教師和實習教師、代課代理教師，對於建立教師職級證照制度的態度及實施方式的看法。
問卷調查方面，以研究者自編之「中小學教師職級專業證照制度之意見調查問卷」為研究工具，共寄發1455份，回收有效問卷925份，可用率為63.6﹪，運用t考驗、單因子變異數分析、卡方考驗、次數分配及百分比分析等方式進行分析與處理。
茲將本研究之結論摘述如下：
一、對於實施教師職級證照制度可促進教師進修學習、鼓勵教師終身學習的目標、提供生涯進階機會，以及反映出教師具有專業知識特質等三方面，受訪者都相當贊同。
二、在教師職級證照實施可能面臨的問題與困境方面，非教職人員不認同的比例最高，顯示教師職級證照的工作內容並不具排他性，而且有分級進階、效期更新、實務的教學經驗和年資等規定，可以避免造成壟斷、保障具資格者；認為是有助於人力資源的規劃、師資素質的提昇。
三、在支持度方面，目前服務學校規模在49~60班的中小學教師支持的比例最高。
四、在教師職級證照管理的層次上，受訪者傾向於由中央教育行政機關訂定辦法，進行甄審和核發證照的作業，最具公信力。
五、在教師證照效期更新的制度上，受訪者大多主張應有效期，且配合繼續教育建立定期更新的制度，至於更新的年限以5至10年較被接受。
六、在晉級換證的依據方面，審查學經歷、在職進修或研習學分、教師在教材教法上的創新、研究績效等較常被提及。
七、在教師職級證照的審查人員方面，內部評鑑人員以同校教師代表及校長參與晉級審查最受認同；外部評鑑方面則以教育專業團體與教育專業人士最受信賴。
八、中小學教師職級證照應否建立分級制度的看法，傾向於建立具有層級晉階的制度，而且以支持劃分三級者較多。
九、在教師職級證照的互惠程度方面，有極高比例的填答者傾向於任何職級，一律全國通用，
十、教師職級證照的撤銷方面，主要分為精神上、道德上及實際教學行為三大類，但也強調陳述事實要具體明確，才能公正客觀。
十一、實施教師職級證照可能遭遇的困難方面，受訪者認為主要的疑慮分別為：教師進修制度的配套措施不足、辦理審查之機構公信力不足、相關法令未規定。
十二、推行教師職級證照之相關配套措施方面，大部分認為要健全教師進修制度、增修相關法令、調整薪資結構、成立專責單位等等。此一結果也大致符合填答者對於實施教師職級證照制度可能面臨的難題，希望相關單位在推行此制度時，能考量實施的策略與社會條件是否充分配合。
根據研究結論，研究者再提出對教育行政機關、學術研究機構、各級學校、中小學教師及未來研究者之建議，俾供我國推動中小學教師職級專業證照制度的參考。

A Survey Study of Career Ladder System
for School Teachers in Pingtung County
Abstract
This study began with a literature review of career ladder system designated & performed by school districts in the United States. Then, it analyzed the contents of draft version for career ladder system suggested by the Ministry of Education, Taiwan. At the same time, it made a reference to empirical studies and interviews in our country, in order to establish career ladder certificate system for teachers. This system would not only benefit teachers to promote their professional status or push those who were in-service teachers, but also could sharpen their teaching skills and strengthen the qualification of teachers. The major purpose of this study was to estimate the feasible models of career ladder certificate system for school teachers in Pingtung County. In addition, they would like to conduct a survey towards the different backgrounds of the educational employees concerned, including the employees in the local education authorities, county councilors, PTA members(all were referred as “non-teaching people”), representatives of teachers’ organization, full-time school teachers, full-time teachers with administrative duties, intern teachers, and substitute teachers. Most significantly, the researcher tried to interpret the subjects’ attitude towards the career ladder certificate system and their perspectives towards the approaches to establish the system.
The author, after reviewed the related literature, developed the instrument of questionnaire “A Survey of the Opinions towards the System of Career Ladder and Professional Certification for School Teachers” and mailed to 1455 subjects in total. 925 of them responded. Then, the data were analyzed through methods of t-test, one-way ANOVA, chi-square test, distribution and percentage analysis.
The conclusions of this study were as follows:
1.As to the questionnaire, the establishment of career ladder certificate system for teachers could push teachers to study, encourage them to conduct life-long learning, provide career ladder opportunities and reflect on their professional knowledge.
2.The subjects thought that the content of the career ladder certificate system should not be exclusive to one another. Additionally, containing the rules and regulations such as career ladder, terms of service for each ladder , hands-on teaching experiences and the tenure of service in teaching could avoid the system being monopolized by those who were held good relationships. Although the non-teaching people occupied the highest ratio for saying no to the system, they did think that the system was helpful for planning the human resource in schools and for enhancing the quality of teachers.
3.Teachers who worked at a school with a scale of 49~60 classes occupied the highest ratio for supporting the system.
4.On the management of career ladder and certification, the subjects were apt to the way that the central education authorities to develop the codes and regulations for the system and to take on the duties of reviewing and issuing certifications.
5.As for the renewing the tenure of certificates for each ladder, most subjects claimed necessary to have an expiring term to each certificate in order to match the requirements for continuing education and to establish a renewing term system. The renewing term, as the survey showed, ranged from 5 to 10 years.
6.The criteria for promotion among the different ladders and of course their certificates were referred to the followings: the review of applicants’ education and expertise, the credits gained thru in-service education programs, applicant’s creative performance in the design of instructional methods and materials, and the performance of the applicant’s research.
7.When asked about the reviewers in the process of certification, colleague teachers and building principals were the most favored representatives for internal evaluation committee. As for the external evaluation committee, professional education groups and people were trusted the most.
8.Whether or not the career ladder certificate system for school teachers must be established, the subjects chose to set up a hierarchy system for teachers, and three levels of hierarchy were more referred to than the others.
9.As for the reciprocal agreement for career ladder certificate issued by various local education authorities, a high percentage of subjects tended to support that the certificates were universal around the country.
10.In the system of canceling career ladder and certification, it might happen due mainly to three causes: psychological, moral and teaching abilities. Furthermore, it was emphasized that only concrete and substantial evidence should be presented as the basis to make the decisions.
11.As to the difficulties encountered while executing the system of career ladder and certification, the subjects thought that the major doubts were respectively: insufficient support for the career ladder system, the credibility of those who might be responsible for the system, and lack of the codes and regulations concerned.
12.As for the related measures to put the career ladder certificate system into practice, most subjects recommended the establishment of in-service education & training system for teachers, revision of related codes & regulations, modification of teachers’ salary scale, and setting up a task-oriented unit for the system.
Based upon the conclusions of this research, the author then proposed suggestions not only to educational authorities, teacher training institution, all levels of schools, but also to the teachers at schools and future researchers. On the other hand, the research also provided a feasible reference for other local education authorities while considering to develop the career ladder certificate system for teachers.

目 錄
第一章 緒論………………………………………………………………1
第一節 研究動機與目的………………………………………………1
第二節 待答問題………………………………………….……………6
第三節 名詞釋義…………………………………………………………7
第四節 研究範圍與限制…………………………………………………8
第二章 文獻探討…………………………………………………………11
第一節 美國中小學教師分級制度………………………………………11
第二節 我國對中小學教師分級制度的研究…………………………..31
第三節 主要國家的中小學教師職級證照制度………………………..41
第四節 證照制度的相關研究分析……………………………………..74
第三章 研究設計與實施…………………………………………………87
第一節 研究架構………………………………………………………..87
第二節 研究方法與步驟………………………………………………..89
第三節 研究樣本………………………………………………………..92
第四節 研究工具………………………………………………………..96
第五節 資料處理與統計方法…………………………………………..105
第四章 結果分析與討論…………………………………………………107
第一節 樣本特性分析……………………………………………………107
第二節 屏東縣「教育相關人員之態度」與「教師職級證照規劃
模式」的統計分析………………………………..…………………….111
第三節 綜合討論……………………………………………………….147
第五章 結論與建議………………………………………………………165
第一節 結論……………………………………………………………..165
第二節 建議……………………………………………………………..171
參考書目……………………………………………………….…….……179
附錄一 致美國密蘇里州教育廳函……………………………………..182
附錄二 美國密蘇里州教育廳回函資料………………………………..183
附錄三 建構專家內容效度問卷………………………………………..185
附錄四 預試問卷………………………………………………………..193
附錄五 正式問卷委託函………………………………………………..200
附錄六 正式問卷…………………………………………………..……201
附錄七 教育部高級中等以下學校及幼稚園教師分級及審定辦法
（草案）…………………………………………………………………208

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英文部分
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