小學職場的性別與權力：以臺灣女性教師抗爭為例 Gender and Power in the Primary Teaching Workplace: A Case of Women Teachers’ Struggle in Taiwan

本研究藉由臺灣小學職場超額教師情境，分析女教師抗拒男性權威的情形，探究女性的積極形象與職場上性別化的權力。研究資料來自臺灣南部某所小學，研究方法採用非參與者觀察及半結構式訪談。研究發現，女性沉默多數的形象是可以改變的；女教師因超額教師問題，展現她們的能力與熱忱，反抗男校長的權力。相較之下，男性教師參與抗爭是被動且不明確的。然而，女性教師認為男同事、男性特質的參與以及人際間的溝通、和諧有利於教師抗爭。研究結果顯示，職場性別與權力關係是複雜的：權力關係不僅存在於男、女性之間，也存在於男性之間，但是女性教師在職場遭受來自校長的負面經驗仍然可能多於男性，而男教師是支持校長、也是校長所信任的夥伴。 This article explores the image of women teachers as “proactive” and the manifestation of gendered power, with reference to the teacher surplus issue and an analysis of resistance to male power by female teachers in a campaign. The data presented were derived from an ethnographic study conducted at a Taiwanese primary school. Non-participant observation and semi-structured interviews were the main methods of data collection. The research suggests that the image of female teachers as a silent majority may be changing, with empirical illustrations of women displaying competence and dedication to challenge the power of the male principal. By contrast, the involvement of male teachers in this challenge seemed passive and obscure. However, the female teachers appeared to believe the participation of male teachers, their masculine presence as well as interpersonal communication and harmony were useful in facilitating their struggle. The findings expose the complexities of gender and power, which exist not only between women and men but also between men. It is argued that female teachers suffered more negative experiences than men as a result of the principal’s leadership and the structure of power relations, while male teachers were supportive and trusted allies of their principal