親師互動之微觀政治分析：教師專業主義 vs. 家長彰權益能

Micropolitical Analysis of Parent-Teacher Interaction: Teacher Professionalism vs. Parent Empowerment

本研究主要以微觀政治學觀點，探討教師專業主義面對家長彰權益能，在親師互動中之意識型態與微觀政治策略。研究者採質性探究方式，深度訪談6 位一般市區之國小級任教師。研究結果發現，親師互動存在著意識型態衝突與各種政治策略。其獲致以下結論：教師普遍知覺到家長的彰權益能，但對其法源依據並不清楚；教師秉持著專業主義，對家長參與有一定的容忍範圍；家長彰權益能有其正用效果，亦常有誤用之衝突；教師發展出各種政治策略，以應付家長的彰權益能；教師公開透明的策略掌握制勝先機，太過順從可能損及教師專業。

This study investigates the ideologies between parent empowerment and teacher professionalism， and the micropolitical strategies of parent-teacher interaction through the micropolitical lens. The researcher examines teachers’ perceptions of the implications of prarents’ empowerment for teacher-parent relations and teachers’ means to manage with parent empowerment. In-depth interviews with six homeroom teachers in north town elementary school reveals that teacher favor parents’ involvement but also feel vulnerable to the increasing influence of parents. The main conclusions of this study are as follows: Firstly， teachers have the perceptions of parent empowerment， but most of them don’t know the parents’ right of law. Secondly， parents’ participation is limited to zones of tolerance that teacher professionalism would allow. Thirdly， parent empowerment has positive effects， but it may also be misused and result conflicts. fourthly， teachers use various kinds of political means to cope with parent empowerment. Finally， the strategies of open communication and transparency can always be successful， and too much complying may undermine teachers’ professional position.