桃園市國民中學教師校務參與微觀政治個案研究

Abstract

本研究以桃園市一所公立國民中學之教師作為個案研究之研究對象，以質性研究法的訪談法、觀察法及文件分析法蒐集研究資料，主要訪談對象為個案學校之資深教師，希望透過受訪者豐富的校務參與經驗進而瞭解個案學學校教師的校務參與情形及個案學校的微觀政治現象之影響，並輔以觀察法及文件分析法增加研究資料的豐富性及信實度，最後依照研究發現做成結論與建議，提供後續研究者、學校領導者、教師及有關機關參考。 本研究結論如下： 壹、教師微觀政治互動之動機來自個人利益、職務責任、道德價值 貳、教師在微觀政治互動中能運用多種權力及管道達成目標 參、教師在權力互動中面臨被動參與校務與冷漠之困境 肆、教師校務參與面臨須依托於其他權力主導者之困境 伍、教師在正式會議功能不彰時能運用談判與協商促使困境得到解決 陸、微觀政治場域中應以多元策略解決多方意見紛雜與抗拒之困境 依照結論給予教育主管機關、國民中學學校領導者、國民中學教師相關建議，並期望拙見能對未來研究者提供方向。The present research focuses on teachers in a public junior high school in Taoyuan as an object of Case Study, use of qualitative research interviews, observation and document analysis to collect research data. The main interviewees are experienced teachers. The research hope through it to understand the participation of teachers of School Administration and the micro-political phenomenon in case school, moreover, Using observation and document analysis to increase the degree of richness and integrity of research data. Finally, according to research findings to complete conclusions and recommendations, in order to bring forth appropriate and constructive suggestion. The concluding results of the present study are listed as follows: 1.The motivation of teachers micro-political interaction come from personal interests, job responsibility, moral values. 2.Teachers can use a variety of powers and approach in the process of micro-political interactions. 3.Teachers facing difficulties about passivity and indifference in the process of micro-political interactions. 4.Teachers facing difficulties about the dependence on other power leaders. 5.When formal meetings dysfunctional, teachers can use consultation and cooperation policy to solve the dilemma. 6.Teachers can use multi-strategy solve various views confused dilemma in micro-political field.

Based on the conclusions, the present study seeks to provide suggestions and directions to benefit those government officials, the case school leaders, and teachers .