The social status of teachers in Taiwan

• Published in: Comparative education Vol. 38; no. 2; pp. 211 - 224
• Main Authors: Fwu, Bih-Jen, Wang, Hsiou-Huai
• Format: Journal Article
• Language: English
• Published: Basingstoke Taylor & Francis Group 01.05.2002; Carfax Publishing; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Arbeit; Asia; Chinese culture; College instruction; Cultural Influences; Culture; Educational Attitudes; Educational Policy; Educational sciences; Elementary Secondary Education; Foreign Countries; Geschichte (Histor); Government; Higher Education; Job Satisfaction; Lehrer; Lehrerrolle; Perceptions; Policy, reform, legislation; Preservice Teacher Education; Prestige; Public Opinion; Qualifikation; Quality of Working Life; Respect; Schulpolitik; Secondary school teachers; Social classes; Social conditions & trends; Social Status; Sozialer Status; Soziales Prestige; Taiwan; Teacher education; Teacher Recruitment; Teacher Role; Teacher Status; Teachers; Teaching Conditions; Zufriedenheit; Taiwan; Teacher; Cultural Heritage; Social Status; Social Perception; Occupational Satisfaction; Historical
• ISSN: 0305-0068; 1360-0486
• DOI: 10.1080/03050060220140584

The social status of teachers is one of the indicators reflecting the significance attached to education in each culture. This study found that teachers in Taiwan enjoy a relatively higher occupational prestige and an overall greater satisfaction with their jobs than their international counterparts. These outcomes may be attributed to the favourable policies in teacher education and schooling operations adopted by the Taiwanese government over past decades. The roots of these policies are in the cultural, historical and political development of the Taiwanese society. The Chinese cultural tradition, Japanese colonisation and Nationalist rule have all played a role in forming the relatively high social status of teachers in Taiwan. However, as Taiwan has been undergoing major political and cultural transformations in recent years, the policies and public perceptions of teaching may change accordingly; therefore the social status of teachers in Taiwan remains to be closely observed.