中国教师惩戒权的类型、续造与限度
--以《中华人民共和国教师法》的修订为背景
王镕洪 窦敏华
[摘要]:教师惩戒权的性质之争由来已久，但无论是之前流行的复合说抑或是当下主要的权力说实质上均无法绕开“授权”这一核心理念。《中华人民共和国教师法(修订草案)(征求意见稿)》在法律层面将教育惩戒明确为教师的法定权利与法定职责，彻底夯实了教师惩戒权的上位法权源基础，也为厘清其性质与边界提供了全新的规范语境。从授权角度阐述教师惩戒权，不仅能够回应修订草案中关于惩戒权属性、家校协同、免责机制的核心争议，更能系统澄清教师惩戒权的双重权源:一是法律授予学校与教师的公权力，构成教师惩戒权的核心、兜底性来源;二是监护人基于监护权授予教师的民事权利，构成教师惩戒权的补充、个性化来源。以二重授权框架重构教师惩戒权的类型划分、规则构造与行使限度，既能破解实践中教师“不敢惩、不愿惩”与家长“不认可、不配合”的双重困境，也能协调学生与教师、家长与学校的核心法律关系，最终服务于立德树人的根本教育任务.
[关键词]:教师惩戒权;权力;授权;限度;监护权;教师法
[Keywords]: Teachers' disciplinary authority; Power; Delegation; Limits; Guardianship: Teacher Law
[Abstract]: The debate over the nature of teachers' disciplinary authority has a long history, but both thepreviously prevalent composite theory and the current dominant power theory essentially cannot bypass the coreconcept of "authorization." The "Draft Law of the People's Republic of China on Teachers (for SolicitingOpinions)" explieitly defines educational discipline as a statutory right and duty of teachers at the legal leve,thoroughly solidifying the foundational legal source of teachers' disciplinary authority and providing a newnormative framework for clarifying its nature and boundaries, Explaining teachers' disciplinary authority from theperspective of authorization not only addresses the core disputes in the draft revision regarding the nature ofdisciplinary authority, home-school collaboration, and exemption mechanisms but also systematically clarifies thedual sources of teachers' disciplinary authority: first, the public power granted by law to schools and teachers.which constitutes the core and fallback source of teachers' disciplinary authority; second, the civil rightsconferred upon teachers by guardians based on guardianship, which forms the supplementary and personalizedsource of teachers' disciplinary anthority. Reconstructing the classification of teachers' disciplinary authority, nuleconstruction, and exercise limits within a dual authorization framework can not only resolve the dual dilemmasof teachers "fearing or refusing to discipline" and parents "disapproving or refusing to cooperate" in practicebut also harmonize the core legal relationships between students and teachers, as well as parents and schools,ultimately serving the fundamental educational mission of fostering virtue and nurturing talent.
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