1996 / March

戰後初期臺灣中小學敎師的任用與培訓 (1945年10月一1947年5月）
The Recruitment of Teachers in Taiwan during the Early Postwar Period, 1945-1947

研究論文 Research Article

湯熙勇
Shi-yeoung Tang

303-346

為了使戰後之臺灣的教育工作不致中斷，自民國 33 年 4月起，臺灣調查委員會即開始規劃臺灣教育的接收準備工作，包括：擬定教育接管計劃，培養教育行政幹部，及輯印日據時期的臺灣敎育相關資料。迨 34 年 10 月 25日，行政長官公署教育處正式成立於臺北，負責全省的教育行政及學術文化事宜。救育處所面臨的最大問題之一，毋寧是如何補充新的中小學教師，接替日籍敎師被遣返所遺留的教學工作。例如 35 年初，敎育處作了一次普查，以國民學校為例，當時共需要敎師 5,081 人，扣除師範畢業者外，仍不足 4,000 餘人。因此，教育處採取：（l）臺省籍敎師的選用與訓練；（2）外省籍敎師的徵用；（3)日本籍敎師的留用等三種途徑，以補充臺灣中小學校所需的教師。在教師的任用與培訓中，滋生了不少的問題，例如合格教師不足、校長任用私人、教師的操守與品性不良、積欠薪水影響教師的情緒等，不僅影響教學品質，亦為社會的穩定帶來一些衝擊。

After the Second World War, Japanese colonial teachers, who had been Taiwan's educators, had to be repatriated from Taiwan. The forming of a new educational administration in Taiwan became an immediate issue in the early postwar period. This paper examines the issues surrounding Taiwan's policy in teachers recruitment and how it affected Taiwanese society. Taiwan's system of teacher recruitment in the early postwar period was based on personal connection to the higher officials, not on personal ability or merit. In addition, the administrative authority in Taiwan put emphasis on hiring those people who were able to speak Mandarin as teachers. It was a policy of discrimination that worked in favor of mainland Chinese applicants who received preferential appointments and promotions during this period. This essay is based on information obtained documents, newspapers, and personal diaries. The essay is divided into five sections.

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