學校權力結構鉅觀制度變遷之研究

A Study on the Changes of Macro Institutions Affecting School Power Structure

本研究以新制度論為理論視角，透過文獻分析與文件分析的方法，分由「制度的背景脈絡」、「制度中行動者的策略性行動」，以及「制度的產出」等三部分，系統性地闡明影響國民中小學學校權力結構的鉅觀制度，其歷史發展的背景、過程與結果。研究結論包括：一、學校權力結構鉅觀制度之變遷可區分為行政專權期、改革鬆綁期、多元互動期三個階段；二、學校權力結構制度面的重大轉折，受制度內外動因與行動者策略性行動所促動；三、學校權力結構制度面的變遷動因，可以正當性與權力的觀點加以解釋；四、目前學校權力結構的制度產出為多元互動之架構，但又因縣市層級因素而產生變異；五、影響學校權力結構的鉅觀正式制度，其運作往往受非正式制度與行動者因素所轉化。根據研究結果，本研究提出五點建議：一、學校權力結構的制度革新可分由中央與縣市層級法令著手；二、學校權力結構的制度革新應考量多元利害關係人的觀點；三、學校權力結構之研究應關注非正式制度與行動者的影響；四、學校權力結構制度革新的政策結果應加以深入探討；五、校長領導應體察學校權力結構的變革意義與制度性質。

The paper focuses on the changes of the macro institutions affecting power structure at elementary and junior high school in Taiwan with the viewpoints of historical institutionalism. Research findings include: 1. Macro institutional change relating to school power structure can be divided into three stages; 2. The critical juncture of the original path happened because of the factors inside and outside the original institutions and the strategic actions actors adopted; 3. The change of the macro institutions can be explained by legitimation and power; 4. School power structure now is an interactive one which allows different actors to have more room to take strategic actions， but it may differ because of the regulations from the county level; 5. The operation of the formal institutions is influenced by actors and informal institutions. At last， suggestions for restructuring school power structure， future researches， and school leaders are brought out.