第七十一輯．第三期「108課綱回顧與前瞻」專刊－下（Open Access） - 2025-09-30

（一般論文）【議題／實務評論】校園事件處理會議案例分析之研究—以師對生霸凌、體罰為例

（General Paper）【Issue/ Practice Critical Review】Analyzing Campus Incident Resolution Council Cases: Teacher-to-Student Bullying and Corporal Punishment

作　者：
劉鎮寧 / Jen-Ning Liou
關鍵字：
師對生霸凌、師對生體罰、校園事件處理會議、教師法、解聘辦法 / teacher-to-student bullying, teacher-to-student corporal punishment, campus incident resolution council, Teachers’ Act, regulations governing for the dismissal, non-renewal, suspension or layoff of teachers in senior secondary schools and below
  • 摘要
  • 英文摘要
  • 參考文獻
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（1）研究目的：《解聘辦法》的修正，係強調整併調查處理的機制、減輕學校負擔，有效解決或緩解校事會議帶給學校的行政負荷，甚至是其他影響學校教育的相關問題，故值得從學術研究客觀中立的角度進行深入探討。因此，本研究目的係從法令的應然面與案例的實然面進行統整性的分析，藉以釐清兩者之間所凸顯的問題，並據此提出策進建議。（2）主要理論或概念架構：本研究以校園事件處理會議有關的法令及其相關條文作為主要概念的論述基礎，探討之重點包括啟動校園事件處理會議與調查結果的法令依據與條文內容、校園事件處理會議與調查小組的組成與運作。最後，針對《解聘辦法》的訂定、修正與實務之間的關係，本研究認為有下列三點值得商榷之處：整併與簡化流程，並無助於減輕學校行政工作的負荷；現職教師擔任調查人員，漠視教育專業的重要性；不可讓動輒得咎的校事會議，取代親師溝通、家校合作。（3）研究設計／方法／對象：本研究為質性研究取向，以案例分析法為研究方法，透過訪談與網路新聞進行文本資料的蒐集與分析。本研究之所以選擇師對生的霸凌、師對生的體罰作為案例分析的兩種類型，係因上述兩種案例屬於學校常被家長投訴者，當投訴內容具體明確時，往往皆符合啟動校園事件處理會議的正當條件。（4）研究發現或結論：本研究之甲案為師對生霸凌案、乙案為師對生體罰案。每案之內容與分析，包括：前情提要、調查歷程與結果、校事會議針對調查結果進行審議、教評會或考核委員會進行審議、綜合分析等五個層面。本研究對甲、乙兩案例進行統整性的探析後，提出下列五點省思：一、校園事件處理會議對案件不僅是形式審查，更具實質審查的機制。二、面對法令的執行與更迭，應提供學校必要法律諮詢服務。三、承辦處室從成案到結案，增加大量非教育業務的工作量。四、學校需自行支付的費用與補助款額度，應訂定統一標準。五、甲、乙兩案均同時關注對學生的個案與班級團體輔導。（5）理論或實務創見／貢獻／建議：本研究根據研究發現，進一步對校園事件處理會議提出四點策進建議：一、《解聘辦法》應由教育部與教育局（處）成立校園事件調查與處理專責單位，讓學校回歸教育專業事務。二、建議修正《解聘辦法》，明定由教育部統籌編列預算，並依各直轄市及縣（市）政府財力分級表予以補助，不可由學校自行負擔。三、中央及地方政府應建立學校教育法律支持系統，提供學校處理日常校園事件與相關法令執行的諮詢服務，以利學校實際所需。四、建議進行《解聘辦法》或《學生輔導法》的修正，建立校園事件處理會議成案調查時，對受害學生進行輔導工作的應行注意事項。
(1) Purpose: The amendment to the “Regulations Governing for the Dismissal, Non-Renewal, Suspension or Layoff of Teachers in Senior Secondary schools and Below” emphasizes the integration and streamlining of investigation and handling mechanisms, aiming to reduce the administrative burden on schools. It seeks to effectively resolve or alleviate the pressures that school affairs meetings impose on educational institutions, as well as address other issues that may impact school education. Therefore, it is worth conducting an in-depth examination from an objective and neutral academic perspective. The purpose of this research, therefore, is to conduct an integrated analysis from both the normative perspective of legal regulations and the descriptive perspective of cases, with the goal of clarifying tensions between the two and providing strategic recommendations for improvement. (2) Main Theories or Conceptual Frameworks: This research evaluates and analyzes practical issues that arise in school due to the implementation of current significant educational acts in a systematic and integrated manner. The key points of this study include: the legal basis and specific provisions for initiating campus incident resolution council and the resulting investigations, as well as the composition and operation of both the campus incident resolution council and the investigation teams. In examining the relationship between the formulation, amendment, and practical implementation of the “Regulations Governing for the Dismissal, Non-Renewal, Suspension or Layoff of Teachers in Senior Secondary schools and Below,” this research identifies three areas of concern: (1) consolidating and simplifying procedures does not necessarily reduce the administrative burden on schools, (2) appointing in-service teachers as investigators disregards the importance of educational professionalism, and (3) the campus incident resolution council, which can be convened too readily, should not replace direct teacher-parent communication and home-school collaboration. (3) Research Design/Methods/Participants: This qualitative research employed a case analysis method, along with collecting data through interviews and online newspaper. The research focuses on teacher-tostudent bullying and corporal punishment as the two primary types of case analysis, as these types of cases are frequently subjects of parental complaints and meet the due conditions for initiating campus incident resolution councils. (4) Research Findings or Conclusions: In this study, Case A involves a teacher-to-student bullying, while Case B concerns a teacher-to-student corporal punishment. Each case is examined and analyzed across five dimensions: (1) background summary, (2) investigation process and findings, (3) deliberation of the investigation results by the campus incident resolution council, (4) review by the teacher evaluation committee or the performance review committee, and (5) comprehensive analysis. After an integrated analysis of the key points and content of Case A and B, the following five important reflections were identified: (1) the campus incident resolution council serves not only as a formality examination but also possesses a substantive examination mechanism, (2) the implementation and changes of laws should be provided schools with necessary legal consulting services, (3) the responsible office faces a substantial amount of non-educational workload from the initiation to the closure of a case, (4) the fee that the school must pay and the subsidy amounts should be enacted a unified standards, and (5) both Case A and B focus simultaneously on individual counseling for the student and group counseling for the class. (5) Theoretical or Practical Insights/Contributions/Recommendations: This study offers four recommendations: (1) the “Dismissal Regulations” should be administered by a dedicated unit for campus incident investigation and handling, established by the Ministry of Education and the local education bureaus, thereby allowing schools to focus on their primary educational functions, (2) the “Dismissal Regulation” should be amended to specify that the Ministry of Education is responsible for preparing and allocating the budget, with subsidies distributed according to the fiscal capabilities category chart of each municipality and county (city), rather than requiring schools to bear the costs independently, (3) both central and local governments should establish a regulatory support system for schools, offering consultation services to assist them in handling daily campus incidents and implementing relevant regulations in line with the practical needs of schools, and (4) the “Dismissal Regulations” and the “Student Guidance and Counseling Act” should be amended to include precautionary guidelines for the campus incident resolution council when providing counseling to victimized students during the investigation phase of campus incident cases.
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