《偏遠地區學校教育發展條例》下教育機會均等的實踐：第一線教育人員觀點之質性探究

The Implementation of Educational Opportunity Equality Under the Act for Education Development of Schools in Remote Areas: A Qualitative Inquiry into the Perspectives of Frontline Educators

本研究探討《偏遠地區學校教育發展條例》在推動教育機會均等上的制度設計與實際運作，並分析其限制與可能的改進方向。本研究採取質性研究取向，訪談五位在偏鄉服務的教育人員，了解其困境與建言。研究結果顯示，雖然條例在資源配置與制度保障方面具有一定作用，但在實際執行過程中，仍受到師資流動、交通不便、生活機能不足以及校內專業支援有限等因素的影響。獎勵措施如久任獎金與服務年限規範，效果主要停留在形式上，對教師留任的實質助益有限。此外，教育機會均等的實踐若僅依循制度規範，仍難以回應偏鄉需求；在地課程的發展、社區連結與文化認同的建立，則被視為縮小落差的重要途徑。教育機會均等的推動需要在制度設計之外，更重視教師專業發展、生活條件改善與在地課程連結，以增進政策與現場需求的契合度。

This study examines the institutional design and practical imple-mentation of the Act for Education Development of Schools in Remote Areas in promoting educational equity and analyzed its limitations and possible directions for improvement. Adopting a qualitative research ap-proach, five educators serving in remote areas were interviewed to under-stand the challenges they faced and their suggestions. The findings indi-cated that although the Act had played a role in resource allocation and institutional safeguards, its implementation was still affected by teacher turnover, inconvenient transportation, limited living conditions, and in-sufficient professional support within schools. Incentive measures, such as retention bonuses and service year requirements, mainly remained formalistic and had limited substantive impact on teacher retention. In addition, the practice of educational equity could not be achieved only through institutional regulations; the development of local curricula, community connections, and cultural identity were regarded as impor-tant ways to narrow the gaps. Promoting equal educational opportunity required beyond institutional design; greater attention to teacher profes-sional development, improvement of living conditions, and integration of local curricula to better align policies with school needs.