教師互動之微觀政治分析：以初任教師為例

Micropolitical Analysis of TeacherInteractions: Beginning Teachers as anExample

本文藉由微觀政治學透鏡的檢視下，從意識型態分歧、利益爭奪之微觀政治觀點來探究初任教師與教師互動情況，並分析初任教師與其他教師互動時，所採取之微觀政治策略。研究結果（1）教師互動之科層體制與教學專業兩者意識型態分歧，需要有不同的策略來因應；（2）初任教師傾向學生中心與資深教師傾向教師本位之意識型態衝突，並使雙方互動會採取不同的策略；（3）初任教師與行政人員之利益搶奪關係，在於排課時段的事件而雙方採用不同的政治策略來因應之；（4）在有限資源、敬老文化之利益搶奪事件中，初任與資深教師各運用不同策略來爭搶利益；（5）初任教師可在公開協商的策略占有利發聲位置，若太過順從可能讓歷史重演而變成學校文化。

Through the scope of micropolitics， this study investigated interactions betweenbeginning teachers and other teachers with a focus on their ideological discrepancies andcompetitions of interest and further analyzed the micropolitical strategies adopted bybeginning teachers in their interactions with other teachers. Based on the qualitative researchmethod， in-depth interviews with five elementary school teachers in urban areas of northernTaiwan were conducted. Through the micropolitical approach， this study clearly dissectedteacher interactions to derive the following conclusions: (1) different strategies are needed toaddress ideological discrepancies between bureaucracies and teaching professionalism inteacher interactions; (2) ideological conflicts occur between beginning teachers who tend tobe more student-centered and senior teachers who tend to be more teacher-centered and willcompel both sides to adopt different strategies in their interactions; (3) competition ofinterest between beginning teachers and administrative staff occurs mainly over classscheduling， and both sides adopt different micropolitical strategies to cope with thecompetition; (4) in a resource-limited and seniority-prioritized context， beginning teachersand senior teachers adopt different strategies in competition of interest; (5) beginningteachers can take advantages of public negotiation to voice their opinions， andover-compliance may only let a history repeats itself and become a part of school culture.