教師彰權益能的現況、歷程、成效與困境之研究：以八位國小資深優良教師為例

The Study of Current Situation, Development Process, and Effects and Predicaments of Teacher Empowerment: Taking Eight Experienced Elementary School Teachers as Example

本研究以八位資深優良國民小學教師為例，探究教師彰權益能的現況、發展歷程與成效困境。本研究採質性研究取向，藉由深度訪談及文件分析方式蒐集資料，並進行資料的三角檢證。依據研究發現，歸納出下列結論：（1）教師在彰權益能各層面的發展皆有良好的表現；（2）教師彰權益能的發展歷程包含懵懂摸索、覺察仿效及蓄積開展三階段；（3）教師發展彰權益能對於教師創新教學，開展自我效能；提升學生學習成效；合作與分享及拓展校外交流等方面有所助益；（4）教師在發展彰權益能的歷程中，可能遭遇時間限制、科層體制影響、負面互動文化、學生家庭因素以及政策制度層面侷限等困境阻礙。研究者最後根據研究結果提出建議，作為相關單位及後續研究的參考。

The purpose of this study was to probe the current situation, development process, and effects and predicaments of teacher empowerment of eight experienced teachers in elementary schools. Document analysis and in-depth interview were used as methods in this study. Based on the results of data analysis, the main findings of this study are as follows: (1) Teachers have a good performance in empowerment. (2) The development of teacher empowerment includes three stages: initial exploration, awareness and imitation, and maturity development. (3) Teacher empowerment is beneficial for teacher innovative teaching, professional development, students’ learning, peer interactions, and interschool exchange. (4) The predicaments of teacher empowerment are mainly shown in five aspects: limited time, the effects of bureaucracy, negative peer interactions, student's family factors, and the impact of policies. According to the findings, the study proposes several suggestions for educational administration agencies, schools, teachers, and further study.