以教師彰權益能觀點探究學校權力生態---以一所國中教評會為例

The Inquiry of School Power Ecology through the Perspective of Teachers’Empowerment: The Example of Teachers’Council in A Junior High School

本文旨在探索以教師彰權益能觀點探究學校權力生態的現象，並分析其各項問題，且以一所國中的教評會為例。教師彰權益能的理念，植基於批判理論，強調經由學校組織系統性的反省，促進教師壓抑的解放，以開展教師能力。而教評會的制度，係為當前教育改革重要議題之一，且教師彰權益能觀點，又反映教評會運作之教育改革的理想，有必要對於教評會運作之教師彰權益能權力生態，作相關問題的討論，以利提升教評會運作權力的合理性，進而促進教育改革理想的達成。為達本研究之目的，本研究採用質性研究法，並以一所國中教評會為個案進行分析。經由個案資料分析的結果，發現教評會運作具教師彰權益能的權力生態。此外，自我組織的經營、校長的詩意領導行為，亦會促進教評會運作之教師彰權益能權力生態的實現，將有助於其教育改革理想的達成。

The study is to inquire school power ecology through the perspective of teachers’empowerment by taking teachers’council of a junior high school for example. The connotation of teachers’empowerment is based on critical theory. Therefore， teachers’empowerment emphasizes systemic reflection in school organizations， which can facilitate teachers’abilities through their autonomy. This is why it can help facilitate school change. Teachers’council in schools is the production of educational reforms and its core theory is based on teachers’empowerment. Therefore， it is necessary for people to explore the related problems about power ecology in teachers’empowerment of teachers’council in schools. The study uses qualitative approaches to collect the data. Also， the study chooses the teachers’council of a junior high school as the basis of case analysis. It is found that teachers’council in schools has the power ecology of teachers’empowerment. In addition， self-managing organization is a good approach to help realize the ideal of power ecology of teachers’empowerment for teachers’council in schools. Finally， the principal should facilitate power ecology of teachers’empowerment of teachers’council in schools through poetic leadership.