本研究以《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》為核心法規，探討客語師資改革下非編制內客語授課老師之制度處境，並以基隆市為例。本研究係針對制度正式實施前之轉銜階段進行探討，屬於預備性研究，而非政策實施後之成效評估。該辦法透過師資分類、24班門檻、第二專長與合聘規定，建立客語師資正式化方向，也使長期支撐客語課程的非編制內客語授課老師，面臨師資資格、聘任方式與制度調整等挑戰。 本研究採質性研究取徑，半結構式訪談17位基隆客語教育人員。研究對象以非編制內授課的客語老師為核心，包含客語教學支援老師、客語巡迴代理老師與代理代課兼任客語老師，並納入客語專長教師、學校行政與教育行政人員。 研究發現，非編制內客語授課老師長期支撐基隆客語課程，但在聘任方式、薪資保障、校內位置與職涯路徑上，仍與正式編制老師不同。基隆透過客語巡迴代理、固定排課、校際綁定與課務整併，也讓部分老師由鐘點制轉向穩定的月薪制；但地方調度仍無法取代正式員額配置。 客語師資正式化是重要方向，但基隆仍受學生分散、課務零散與員額限制影響。面對制度轉型，非編制內授課老師形成體制衝刺、制度焦慮、持續留任／觀望與傳承退場四種回應。本研究建議，合聘政策應進一步完善主聘學校與從聘學校之既有分工，並強化課務配置與跨校移動支持，使非編制內老師長期累積的教學經驗能被制度承接。;This study takes the Regulations Governing the Qualifications， Training， and Employment of Hakka Language Teachers in Preschools and Schools at or below the Senior High School Level as its core legal framework to examine the institutional circumstances of non-tenured Hakka language teachers under Hakka teacher reform， using Keelung City as a case study. This study focuses on the transitional stage prior to the formal implementation of the policy and is intended as a preparatory study rather than an evaluation of post-implementation outcomes. Through provisions concerning teacher classification， the 24-class threshold， second teaching specialties， and joint appointments， the Regulations establish a direction toward the formalization of Hakka language teachers， while also presenting challenges concerning teacher qualifications， appointment arrangements， and institutional adjustments for non-tenured Hakka language teachers who have long supported Hakka language courses. This study adopted a qualitative research approach and conducted semi-structured interviews with 17 participants involved in Hakka language education in Keelung. The primary research participants were non-tenured Hakka language teachers， including Hakka teaching support teachers， itinerant substitute Hakka teachers， and substitute or temporary teachers concurrently teaching Hakka. Hakka specialist teachers， school administrators， and educational administrators were also included. The findings indicate that non-tenured Hakka language teachers have long sustained Hakka language courses in Keelung. However， they continue to differ from formally appointed teachers in terms of appointment arrangements， salary security， institutional status within schools， and career pathways. Through itinerant substitute teaching， fixed scheduling， cross-school coordination， and course consolidation， some teachers have transitioned from hourly-paid employment to more stable monthly salaried employment. Nevertheless， these local administrative arrangements cannot replace the allocation of formal teaching positions. Although the formalization of Hakka language teachers represents an important policy direction， Keelung continues to face constraints arising from dispersed student enrollment， fragmented teaching schedules， and limitations in staffing quotas. In response to the institutional transition， non-tenured Hakka language teachers have developed four types of career responses: striving to enter the formal system， experiencing institutional anxiety， remaining in their current positions while observing future developments， and gradually withdrawing while emphasizing cultural transmission. This study suggests that the joint appointment policy should further improve the existing division of responsibilities between primary and secondary jointly employing schools， while strengthening course allocation and support for cross-school mobility， so that the long-term teaching experience accumulated by non-tenured teachers can be incorporated into the formal education system.
