偏遠地區教育之協作治理實踐：以新竹縣學校區域協作計畫為例

Collaborative Governance Practices in Remote Area Education: A Case Study of the School Regional Collaboration Program in Hsinchu County

本研究旨在探究偏遠地區教育脈絡下，學校區域協作作為一種教育治理機制之運作樣態，分析其在提升學生基本學力、跨校行政協作、教師專業增能及外部專家參與等面向的實踐歷程。研究以新竹縣四個國民中小學區域協作區為研究場域，採質性研究取向，透過半結構式訪談蒐集資料。研究對象為實際參與區域協作推動之關鍵行動者，包括四個協作區之國中端區長（校長）及國小端校長或主任，共計八位。研究資料經逐字稿整理與主題分析，並進行跨區比較，以理解不同區域協作在制度設計與在地條件交互作用下的治理特性。研究結果顯示，各協作區皆以學生基本學力提升為核心目標，逐步形塑跨校「學力共責」的治理模式；行政協作制度化、跨校教師專業互動及外部專家之長期陪伴，為區域協作得以持續深化的重要支撐條件。不同協作區則依其地理、文化與學校規模差異，發展出具情境回應性的協作策略。本研究從區域治理視角補充偏遠地區教育研究之不足，具體呈現區域協作回應結構性教育問題的可能路徑，並可作為地方政府推動學校區域協作之實務參考。

This study examined collaborative governance practices in rural education by exploring the operation of regional school collaboration in Hsinchu County, Taiwan. It further analyzed how regional collabora¬tion was implemented to support students’basic academic achievement through cross-school administrative collaboration, teacher professional development, and the long-term involvement of external experts. A quali¬tative research approach was adopted. Semi-structured in-depth inter¬views were conducted with eight key participants, including principals or administrators from both junior high and elementary schools across four regional collaboration areas. The interview data were transcribed ver¬batim and analyzed thematically, and cross-regional comparisons were used to examine variations in collaborative practices across different geo¬graphical and organizational contexts. The findings indicated that all col¬laboration areas identified the improvement of students’basic academic achievement as a shared goal and gradually developed a governance mod¬el characterized by shared academic responsibility across schools. The in-stitutionalization of administrative collaboration, sustained cross-school teacher professional interaction, and continuous expert accompaniment were found to be critical for sustaining and deepening regional collabora¬tion, while collaboration strategies varied according to local conditions, including geography, culture, and school size. This study contributed to the literature on rural education by highlighting regional-level gover¬nance as a viable approach to addressing the structural challenges faced by rural schools, and the findings also provided practical implications for local education authorities in designing and implementing regional school collaboration policies.