家長參與校務決策之微觀政治分析：平衡矛盾與弔詭的可能性

Micropolitical Analysis of Parental Participation in School Decision-Making: Balancing the Possibilities of Contradictions and Paradoxes

本研究旨在瞭解家長參與校務決策的意識型態衝突類型，以及分析家長參與校務決策的微觀政治策略。研究者主要採取參與觀察和訪談的方式，並選取Z國小之校長、會長、副會長、家長，以及四位教師等為研究對象，透過長期浸潤在研究場域中，進而解析家長參與校務決策的過程。最後，將蒐集的資料進行討論與分析後，獲致以下重要的結論：家長、科層、專業體制等之意識型態衝突，會因不同事件，而有不同的類型，具有動態歷程的特質；不同意識型態衝突類型的屬性，影響著政治策略的取向；家長彰權益能雖以脅迫和控制的策略居多，惟仍有部分家長能採取支持與讚美的策略，以激發學校的革新；校長面對家長彰權益能通常會採取迎合或順從策略為主，但對教師專業體制則採取以說服為主的策略；教師面對家長彰權益能可能採取對抗、偏愛或順從的策略。

The study is aimed at understanding the styles of conflicting ideologiesbetween parental participation and micropolitical strategies in school decisionmakingprocess. This is a case study of ‘Z’ Elementary School and the researchparticipants consist of principal, president of parental association, vicepresident of parental association, and four teachers. The researcher had adoptedparticipatory observation and interview as methods and had immersed in theresearch field so long for fully understanding the formation process of theparental participation in the elementary school setting. After discussing andanalyzing the collected data, the following conclusions are as follows. First, theideological contradictions between the parentocracy, bureaucracy andprofessionalism vary with events and thereby come in different forms. Theformation process is dynamic. Furthermore, the various attributes of conflictingideology styles may greatly influence the orientation of political strategies.Most of the parental empowerments take forms in intimidation and controlwhile other parents still adopt the strategies of support and compliment for thepromotion of school innovation. The principal, facing parental empowerments,mostly either caters to or complies with parents demands. Nonetheless, the principal often adopts the strategy of persuasion to confront with theprofessionalists, teachers. Eventually, teachers tend to use confrontations,favoritism or complying strategies to meet with the demands of parentalempowerment.