教育服務役英語專長替代役男分發至各縣市國民中小學偏遠地區或是英語中心學校協助英語輔助教學工作，目的在於不僅使英語役男們能發揮其語文專長，更能協助學校英語教學相關活動的推行。本研究係以探討台中市英語替代役男人力進駐校園後，對學校所產生之影響。 本研究運用文獻分析法及深度訪談法等質性研究方法進行研究。藉由訪談以役男服勤學校之現任校長，役男勤務分配、規劃、督導的主要行政人員（主任），教學工作的教師，英語替代役男本人，深入瞭解學校英語役男運用情形、人力規劃及其對學校所產生之效益。 研究發現：（一）英語替代役人力的規劃能紓緩中小學英語師資的不足。（二）英語替代役工作安排在協助英語教學相關活動與協助行政支援兩者界線不易劃分清楚。（三）英語替代役協助英語教學相關活動「做中學」，學校的英語教師願意提供協助，惟入班協助課堂英語教學有困難。（四）英語替代役人力運用以教務處為統籌，生活管理以總務處為主，執行與督導工作由全部處室共同辦理。（五）英語替代役男的人格特質與勤務規劃的內容影響輔助英語教學的效能。（六）英語替代役的役期逐年縮短，對學校在役男人力運用上是一個衝擊，且役男的分發無法搭配學校寒、暑假的運作。（七）英語替代役男多能融入學校組織，役男的表現有助於學校整體良性氣氛的營造。（八）英語替代役支援學校人力，對學生的學習有正向鼓勵，帶給學校助益甚大，都給予肯定的價值。 並就研究結論提出相關建議，以做為國民中小學運用英語專長替代役男人力效益之參考。 The purpose of assigning substitute civilian servicemen with English proficiency to remote primary and secondary schools of each administrative district or schools’ English centers to assisting in teaching is not only allowing them to put their English ability to good use but helping the schools in the promotion of English teaching related activities. This study aims to explore the effect the substitute civilian servicemen with English proficiency in Taichung city have on schools’ human resources once they entering the schools. This study employed qualitative research method such as documentary analysis and in-depth interview. In order to deeply understand the school’s use of substitute civilian servicemen with English proficiency, the human resource planning and its effectiveness, this research is conducted by interviewing the school principals, the chief administrative staff who is in charge of assigning duties, planning and supervising (director), teachers and the servicemen themselves. Research Findings:(1) Substitute civilian servicemen with English proficiency can relieve the shortage of English teachers. (2) Concerning the work arrangement of the servicemen, it is not easy to draw a clear line between assisting in teaching English and doing administrative support. (3) Substitute civilian servicemen with English proficiency boosts English teaching related activities through “learning by doing”. Though the English school teachers are willing to provide assistance, it is difficult to engage in class teaching. (4) The office of academic affairs coordinates the utilization of manpower of those substitute civilian servicemen, the office of general affairs in charge of working life while all the offices are responsible for implementation and supervision. (5) The personality of the substitute civilian servicemen and the assigned duties affect their efficiency and effectiveness of English teaching assistance. (6) The service period of substitute civilian servicemen is shrinking year by year, which forms an impact on the schools’ manpower utilization. In addition, the distribution of the servicemen cannot fit into school’s winter and summer vacation schedule. (7) Most of the servicemen can adjust to the schools, and their performance is conductive to the construction of a good school climate. (8) There is an acknowledgement that substitute civilian servicemen support school personnel, have a positive effect on the students’ study and is constructive to the schools. This study hereby puts forward some suggestions as reference material for the effectiveness of the primary and secondary school’s utilization of substitute civilian servicemen with English proficiency.
