非国家性教育管理权力:教师职权定位分析  

The Positioning of Teachers’ Power: Non-state Education Management Power

作　　者：雷槟硕 Lei Binshuo(School of Law,East China Normal University,Shanghai 200241)

机构地区：[1]华东师范大学法学院,上海200241

出　　处：《教育发展研究》2022年第12期63-70,共8页Research in Educational Development

基　　金：中央高校基本科研业务费项目华东师范大学引进人才启动费项目(2021ECNU-HLYT021)的阶段性成果。

摘　　要：《教师法修订草案(征求意见稿)》第11条规定了教师具有职权。通过体系解释与目的解释,可以确定本条规定之教师职权是指为实现教育公平,教师基于其教师身份获得的管理学生的行为资格或能力。但反对意见认为,职权主体仅限于国家机关及其工作人员而不包括教师。为回应反对意见,以及修正第11条规定教师职权范围过窄、过于粗疏的问题,需要明确教师职权的定位:非国家性教育管理权力,即由法律规定、教师以其意志行为改变学生法律地位,且教师不能放弃行使的能力。基于这一定位,可以确定教师具有职权,但《教师法》需要进一步完善,区分规定教师权利与职权、明确教师职权法定与明确教师职权行为责任归属。Article 11 of the revised draft of the Teachers’ Law(Draft for comments) stipulates that teachers have powers.Through system interpretation and purpose interpretation, it can be determined that the teacher’s power specified in this article refers to the behavioral qualification or ability of teachers to obtain and manage students based on their teacher status in order to achieve educational equity. However, the objection is that the subject of power is limited to state organs and their staff, not teachers. In order to respond to the opposition and amend Article 11 to stipulate that the scope of teachers’ powers is too narrow and careless, it is necessary to clarify the positioning of teachers’ powers: non-state education management power, that is, it is stipulated by law, teachers change students’ legal status with their will, and teachers cannot give up their ability to exercise. Based on this positioning, it can be determined that teachers have powers, but the Teachers Law needs to be further improved, such as distinguishing and stipulating teachers’ rights and powers, perfecting and determining teachers’ powers legalism and clarifying the responsibility of teachers’ powers.

关 键 词：教师职权 非国家性 管理权力 教师职权法定 

分 类 号：G451[文化科学—教育学]