本研究以新竹市國民小學外籍英語教師相關管理單位為研究場域，探究外籍
英語教師對新竹市外籍教師整體管理模式之看法，包括對我國引進外籍教師計畫
與契約內容之看法、對新竹市引進外籍教師計畫與契約內容之看法，以及對於有
關外籍教師相關負責單位之管理看法。
本研究採取個案研究法，透過訪談 9 位新竹市市聘轉為部聘之外籍英語教師，
並輔以相關文件進行資料蒐集與分析，深入瞭解新竹市英語外籍教師對於部聘與
市聘外籍英語教師之引進計畫與契約，以及新竹市英語教育資源中心、仲介公司、
任職學校之管理看法。依據研究發現，茲將研究結果羅列如下：
一、新竹市國民小學外籍英語教師多透過網路資訊及熟人得知抵臺工作之消息，
並認同我國引進與擴大引進外籍教師計畫之立意，主要以提升我國英語教育
之發展為考量；部聘契約內容之責任義務、薪資福利，以及休假請假辦法皆
相當合情合理。
二、新竹市國民小學外籍英語教師同樣亦透過網路資訊及朋友，並多以線上面試
的方式獲得至新竹市工作之機會；認為市聘契約內容之責任義務、薪資福利，
以及休假請假辦法雖合理，但部聘之待遇仍優於市聘計畫。
三、新竹市國民小學外籍英語教師對新竹市英語教育資源中心、仲介公司、任教
學校之看法分述如下：
（一）對英語教育資源中心：活動與研習有實質上的幫助、行政效率高，需
增加中心人力資源。
（二）對仲介公司：期望增加有趣且有實質幫助之研習、重視外籍英語教師
之文化、提升行政效率。
（三）對任教學校：校園文化與同仁之間氛圍佳。
本研究依據研究結論，提出相關建議，提供新竹市英語教育資源中心、仲介
公司、國民小學，及未來研究者作為參考。

This study focused on the administrative agencies involved in managing foreign English teachers at public elementary schools in Hsinchu City, aiming to explore these teachers' perspectives on overall management practices. The research examined their views on Taiwan's national foreign teacher recruitment program and its contractual terms, Hsinchu City's local implementation of the program and related contract provisions, as well as the management practices of relevant organizations, including the English Education Resource Center, the intermediary agency, and the schools to which the foreign English teachers are assigned.
This study employs a case study methodology, conducting interviews with nine participants who transitioned from Hsinchu City program to TFETP program. Data was collected through interviews and document analysis to gain deeper insights into foreign teachers’ experiences and opinions regarding the TFETP and city-level recruitment programs, contractual conditions, and the management practices of the relevant support units. The findings are summarized as follows:
1. Foreign English teachers in Hsinchu City were mostly informed about the opportunity to work in Taiwan through online information and personal connections. They generally recognized the value of Taiwan's national recruitment and expansion plan for foreign teachers, especially in terms of improving the country's English education. The TFETP program was viewed as reasonable and favorable in its duties and obligations, pay and benefits, and leave regulations.
2. Foreign English teachers in Hsinchu City were also informed about the opportunity to work in Hsinch through online sourses or referrals, and most were hired via online interviews. Although the city program was seen as generally fair in terms of duties and obligations, pay and benefits, and leave regulations, theTFETP program is still perceived as offering better overall benefits.
3. Foreign English teachers' perspectives on the three main administrative units are as follows: (1) English Education Resource Center: Professional development activities and workshops are practically helpful; administrative efficiency is high, though more staff support is needed; (2) Agency: Hope for more engaging and useful training, better cultural sensitivity, and improvements in administrative efficiency; (3) Schools: School culture and peer relationships are seen as positive and supportive.
Based on these findings, the study offers practical suggestions for the English Education Resource Center, intermediary agencies, and public elementary schools in Hsinchu City, and provides guidance for future researchers.