校園性別事件審議的權限變遷──以高級中等以下學校專任教師之解聘與停聘為例

Abstract

教師法於1995年制定公布，是臺灣與教師權利、義務相關的規範中最為重要的法律。教師法於學校中設置教師評審委員會，由其掌握學校教師的聘任與汰除，除了尊重教師自主、自律與專業判斷，也期望能藉此避免行政力量過度干涉學校運作。然而，在過去近三十年間，教師法面臨諸多挑戰，其中以師師相護、無法妥善處理不適任教師的問題最為人詬病。因此，教師法過往多次修正大多圍繞於此，逐步限縮教評會權限，2019年更於教師法中明定主管機關應設置教師專業審查會，監督教評會的運作。 又，近年來臺灣人民性別意識擡頭，加上#MeToo運動在全球引發的熱烈討論，以往未能妥善處理的校園性別事件逐一浮現在公眾的視野。因此，本論文選擇以校園性別事件為對象，透過爬梳教師法修法歷程，研究高級中等以下學校之教師評審委員會與學校性別平等教育委員會或主管機關之教師專業審查會的互動，並分析其中的權限變遷是否妥當。 就學校設置之教師評審委員會與性別平等教育委員會的權限變遷而言，現行教師法限縮教評會審議範圍以及法律效果裁量權的修法趨勢，深值肯定，但在架構上不免有向後者傾斜的狀況。為了使前述組織架構能夠正常運作並強化其正當性，本論文認為應該加強性別平等教育委員會調查小組的培訓，改善其調查報告的正確性，且主管機關之性別平等教育委員會也應該適時發揮其監督、輔導的功能。至於學校教師評審委員會與主管機關教師專業審查會間的權限變遷是否妥當？現行實務教師專業審查會甚少主動介入校園運作，但從其委員的組成以及產生方式，未來仍有行政凌駕於教育專業的隱憂，因此，教師專業審查會主動介入的界線，將會是兩者權限變遷是否穩當的關鍵。

The Teachers' Act was promulgated in 1995 and stands as the most significant legislation in Taiwan concerning the rights and obligations of teachers. Within schools, the Teachers' Act establishes teacher evaluation committees responsible for the appointment and dismissal of school teachers. Apart from respecting the autonomy, self-discipline, and professional judgment of teachers, the intent is to prevent excessive administrative interference in school operations. However, over the past twenty-eight years, the Teachers’ Act has faced numerous challenges, with criticism centered on teachers’ sticking up for one another and the inadequate handling of incompetent teachers. Consequently, past revisions of the Teachers' Act have primarily focused on gradually restricting the competence of teacher evaluation committees. In 2019, the law explicitly mandated the establishment of teachers' professional review committees by competent authorities to oversee the operation of teacher evaluation committees. In recent years, the raising gender awareness among the Taiwanese people, coupled with the global #MeToo movement, has brought unresolved gender-related incidents on campus to the forefront. Thus, this thesis chooses gender-related incidents in schools at senior secondary level and below as its focus, determining the appropriateness of the transition of competence between teacher evaluation committees and, respectively, school gender equity education committees or teachers' professional review committees. Regarding the transition of competence between teacher evaluation committees and school gender equity education committees, the current trend of constraining the scope of teacher evaluation committees' deliberations and discretion is commendable but may inevitably favor the latter structurally. To ensure the functioning of the aforementioned organizational structure and enhance its legitimacy, this thesis proposes strengthening the training of school gender equity education committee investigation teams, improving the accuracy of investigation reports, and emphasizing the supervisory and advisory roles of competent authorities' gender equity education committees. As for that between teacher evaluation committees and teachers' professional review committees, in fact, currently, teachers' professional review committees seldom actively intervene in campus operations. However, there is still a concern for the future regarding the composition of members and the method of their selection, as administrative interference may override educational expertise. Therefore, the extent of proactive involvement by teachers' professional review committees will be a crucial factor in assessing the appropriateness of competence transition between the two entities.