隨著2019年《國家語言發展法》的施行及《十二年國民基本教育課程綱要》的修訂，本土語文課程正式由小學教育延伸至中等教育階段，並列為部定必修課程。此一政策變革使中等教育階段對客語師資的需求顯著提升，相關培育與聘用制度亦隨之調整。本研究旨在探討中等教育階段客語師資政策之形成歷程、制度設計及其運作實態，並以2023年修正之《高級中等以下學校及幼兒園客語師資培育資格及聘用辦法》為核心，進一步檢視現行師資供需之結構性問題。
本研究採質性與量化並行之研究設計。在質性分析部分，運用Easton政治系統模型、Kingdon多流理論及政策循環模型，分析政策變遷脈絡與法規修訂歷程，並訪談一般師資生以及學士後教育學分班與第二專長學分班修讀者，以探討不同培育管道之實務經驗。在量化分析部分，蒐集教育部2020至2024年《中華民國師資培育統計年報》相關數據，分析客語師資之培育情形、教師甄選開缺狀況、取得教師證者之結構，以及現職教師結構，並依據《高級中等以下學校及幼兒園客語師資培育資格及聘用辦法》第六條推估2028與2031學年度之師資供需落差。
研究發現如下：第一，本土語言教育政策呈現課程制度先行、支持體系後補之特徵，使師資制度多依附於既有師資體系，導致客語師資發展呈現「加科化」而非「專科化」的傾向。第二，現行師資資格採多元認定機制，雖有助於短期人力補充，但亦弱化客語文「首登專長」師資在聘用上的競爭力。第三，實證數據顯示師資供需存在明顯落差：2022至2024學年度間，公立高中客語文專任教師錄取人數為0人，公立國中錄取人數僅6人；同時，現職具客語文專長教師證之教師中，高達89.8%係由在職教師透過進修第二專長取得資格，新進之「首登專長」師資相對稀缺。第四，依據法規推估，至2028與2031學年度，中等教育階段約需557名具客語文專長教師證之教師；若維持現行培育模式與聘用制度，將難以達成政策預期目標。
基於上述研究發現，本研究提出以下政策建議：第一，以公費生制度支持大學部培育之客語文師資生，並推動跨校合聘機制；第二，強化政策誘因，降低專任師資聘用之行政阻力；第三，協助師資培育系所整合校內資源，以幫助客語文一般師資生於培育歷程中取得第二專長。透過上述措施，期能提升客語文師資體系之穩定性，並促進國家語言教育之專業化與永續發展。;
With the implementation of the Development of National Languages Act in 2019 and the revision of the Curriculum Guidelines of 12-Year Basic Education, local language education in Taiwan was extended from elementary schools to the secondary level and designated as a compulsory subject in the national curriculum. This policy shift significantly increased the demand for Hakka language teachers in secondary education and prompted adjustments to related teacher education and employment systems. This study examines the policy formation, institutional design, and practical operation of the Hakka teacher system at the secondary level, with a particular focus on the 2023 revision of the Regulations on Teacher Education and Employment for Hakka Language in Senior High Schools, Junior High Schools, Elementary Schools, and Kindergartens.
This study adopts a mixed-methods approach combining qualitative and quantitative analyses. The qualitative analysis applies Easton’s political system model, Kingdon’s Multiple Streams Framework, and the policy cycle model to examine policy development and regulatory revisions, supplemented by interviews with teacher education students as well as participants in post-baccalaureate and second-specialty teacher education programs. The quantitative analysis utilizes data from the Taiwan Teacher Education Statistical Yearbook (2020–2024) to analyze teacher training outcomes, recruitment vacancies, and the composition of certified Hakka teachers. Based on Article 6 of the aforementioned regulations, this study also estimates the gap between the supply and demand of qualified Hakka teachers in the 2028 and 2031 school years.
The findings indicate that the current system relies heavily on in-service teachers obtaining Hakka qualifications as a second specialization, while teachers whose primary specialization is Hakka remain limited in number. Empirical evidence also reveals a significant imbalance between teacher supply and demand. Policy estimations suggest that approximately 557 certified Hakka teachers will be required in secondary education by 2028 and 2031.
This study therefore recommends strengthening undergraduate teacher training through publicly funded programs, promoting cross-school joint appointment mechanisms, and enhancing policy incentives to reduce administrative barriers to hiring full-time Hakka teachers. These measures may help stabilize the Hakka teacher workforce and contribute to the sustainable development of national language education.
