教育學報



教師專業組織、國家權力與科層權威:香港教師專業化路向的剖析

1990.第18卷第2期(Vol. 18 No. 2).pp. 99–106

 

教師專業組織、國家權力與科層權威:香港教師專業化路向的剖析

Teacher's Professional Organization, State Power, and Bureaucratic Authority: An Analysis of the Directions and Strategies for Professionalization of School-teachers in Hong Kong

曾榮光(Wing-Kwong TSANG)

摘要

本文把近年在專業社會學內所建立的理論模式,結合到學校教師在現代國家的社經脈胳及現代學校的科層脈胳內的地位,以整理出一分析教師專業化的架構。並應用此架構去分析香港教師專業化的路向與策略。分析結果顯示,香港教師及其組織,一向是被港府與辦學團體所組成的協同主義所排斥及支配。因此,香港教師專業化的路向,就是在制度層面上,向國家權力爭取「協同團體」的地位;在學校組織層面上,則需要把現行建基在傳統或科層權威的支配形式,轉變為建基在專業自主權的「同僚支配」。

Abstract

The essay begins with an explication of theoretical models developed in the field of the sociology of the profession in recent years. Then the theses on teacher's occupational statuses within both the socio-political context of modern state and the bureaucratic context of modern school are eluciated. Based on these two lines of inquiry, a theoretical framework is constructed in analyzing the orientations and strategies of teacher's professionalization. Applying the framework to the context of Hong Kong, we find that school teachers and their organizations have been excluded from and dominated by a long established corporatism made up of the Hong Kong Government and the school sponsoring bodies. Hence, it suggests that the directions and strategies for teacher's professionalization in Hong Kong are to fight for the status of corporate body within the educational institution and to transform the form of domination prevailing in schools which is based on either traditional or bureaucratic authorities into collegial domination which is built upon professional autonomy.