Cite this article: Liou, J.-N. (2025). Analyzing Campus Incident Resolution Council Cases: Teacher-to-Student Bullying and Corporal Punishment. Bulletin of Educational Research, 71(3), 169-204. https://doi.org/10.6910/BER.202509_71(3).0003
The amendment to the “Regulations Governing for the Dismissal, Non-Renewal, Suspension or Layoff of Teachers in Senior Secondary schools and Below” emphasizes the integration and streamlining of investigation and handling mechanisms, aiming to reduce the administrative burden on schools. It seeks to effectively resolve or alleviate the pressures that school affairs meetings impose on educational institutions, as well as address other issues that may impact school education. Therefore, it is worth conducting an in-depth examination from an objective and neutral academic perspective. The purpose of this research, therefore, is to conduct an integrated analysis from both the normative perspective of legal regulations and the descriptive perspective of cases, with the goal of clarifying tensions between the two and providing strategic recommendations for improvement.
This research evaluates and analyzes practical issues that arise in school due to the implementation of current significant educational acts in a systematic and integrated manner. The key points of this study include: the legal basis and specific provisions for initiating campus incident resolution council and the resulting investigations, as well as the composition and operation of both the campus incident resolution council and the investigation teams. In examining the relationship between the formulation, amendment, and practical implementation of the “Regulations Governing for the Dismissal, Non-Renewal, Suspension or Layoff of Teachers in Senior Secondary schools and Below,” this research identifies three areas of concern: (1) consolidating and simplifying procedures does not necessarily reduce the administrative burden on schools, (2) appointing in-service teachers as investigators disregards the importance of educational professionalism, and (3) the campus incident resolution council, which can be convened too readily, should not replace direct teacher-parent communication and home-school collaboration.
This qualitative research employed a case analysis method, along with collecting data through interviews and online newspaper. The research focuses on teacher-tostudent bullying and corporal punishment as the two primary types of case analysis, as these types of cases are frequently subjects of parental complaints and meet the due conditions for initiating campus incident resolution councils.
In this study, Case A involves a teacher-to-student bullying, while Case B concerns a teacher-to-student corporal punishment. Each case is examined and analyzed across five dimensions: (1) background summary, (2) investigation process and findings, (3) deliberation of the investigation results by the campus incident resolution council, (4) review by the teacher evaluation committee or the performance review committee, and (5) comprehensive analysis. After an integrated analysis of the key points and content of Case A and B, the following five important reflections were identified: (1) the campus incident resolution council serves not only as a formality examination but also possesses a substantive examination mechanism, (2) the implementation and changes of laws should be provided schools with necessary legal consulting services, (3) the responsible office faces a substantial amount of non-educational workload from the initiation to the closure of a case, (4) the fee that the school must pay and the subsidy amounts should be enacted a unified standards, and (5) both Case A and B focus simultaneously on individual counseling for the student and group counseling for the class.
This study offers four recommendations: (1) the “Dismissal Regulations” should be administered by a dedicated unit for campus incident investigation and handling, established by the Ministry of Education and the local education bureaus, thereby allowing schools to focus on their primary educational functions, (2) the “Dismissal Regulation” should be amended to specify that the Ministry of Education is responsible for preparing and allocating the budget, with subsidies distributed according to the fiscal capabilities category chart of each municipality and county (city), rather than requiring schools to bear the costs independently, (3) both central and local governments should establish a regulatory support system for schools, offering consultation services to assist them in handling daily campus incidents and implementing relevant regulations in line with the practical needs of schools, and (4) the “Dismissal Regulations” and the “Student Guidance and Counseling Act” should be amended to include precautionary guidelines for the campus incident resolution council when providing counseling to victimized students during the investigation phase of campus incident cases.
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