面具下的真實：國民教育輔導團法制化過程中課程督學領導的微觀政治分析

The Reality Beneath the Mask: A Micropolitical Analysis of Curriculum Supervisor Leadership During the Institutionalization of the National Education Advisory Group

課程督學作為國民教育政策的關鍵執行者，長期承擔制度壓力，卻在國民教育輔導團法制化的變革中，面臨了角色的制度性消逝。本研究採情緒距離、微觀政治與符號互動論為分析視角，透過質性途徑探究課程督學在變革期間的角色實踐與互動意義。本研究資料來自六位課程督學之半結構式訪談，並進行分析詮釋。研究發現，在情緒距離層面，課程督學經歷由夥伴走向監控者的角色轉變，因而產生情感位移與專業認同裂痕；在微觀政治實作中，課程督學則以模糊語言與儀式性互動，協商制度規訓與地方關係的權力平衡；而在符號互動中，情緒表演與角色扮演成為其日常互動中隱性政治的具體展現。本研究因此主張，法制化不僅是理性的制度重建，更是一場充滿權力再製與情緒治理的微觀實踐。課程督學在互動中所展演的面具，深刻揭示了其角色內在不可持續的矛盾，並論證此種微觀政治實踐如何最終加速其制度性角色的消亡。這些發現對未來教育政策推動與領導角色設計，具有深刻的理論與實務啟示。

As key agents in implementing national education policies, cur-riculum supervisors had long navigated complex institutional pressures. However, the institutionalization of the National Education Advisory Group (NEAG) paradoxically resulted in the formal disappearance of their role. Drawing on the theoretical perspectives of emotional distance, micropolitics, and symbolic interactionism, this study adopted an in-terpretive qualitative approach to examine how curriculum supervisors experienced and negotiated their roles amid institutional reform. Data were collected through semi-structured interviews with six supervisors, supplemented by observations and document analysis, and were analyzed using thematic analysis. The findings revealed that, in terms of emotional distance, supervisors experienced emotional displacement and identity fissures as their roles shifted from partners to monitors. In their mic-ropolitical practices, they employed ambiguous language and ritualized interactions to balance institutional regulations with local relationships. Through symbolic interaction, emotional performances and role enact-ments embodied the implicit politics of their daily work. This study ar-gued that institutionalization was not merely a rational restructuring process but a micropolitical practice interwoven with power reproduc-tion and emotional governance. The“masks”performed by supervisors exposed the inherent contradictions of their professional roles and illus-trated how these micropolitical practices ultimately hastened their insti-tutional marginalization. These insights provided theoretical and practi-cal implications for future educational policy implementation and leader-ship role design.