校園事件處理會議經驗之研究――以微觀政治學和政策回饋模式分析

Analyzing Experiences Within the Campus Incident Resolution Council: Perspectives from Micropolitics and Policy Feedback Model

本研究旨在探析現場校園事件處理會議之實務經驗，應用微觀政治學和McDonnell的政策回饋模式，理解其中的權力運作樣態和產生的政治效果。研究以教師的視角進行質性分析，藉由當事人的經驗和反思，對校事會議進行實徵的解讀，資料搜集方法以訪談為主、文件分析為輔。本研究發現回應微觀政治學和政策回饋模式之旨趣，一為校事會議制度涉及正當的和不正當的權力系統運作，二為教師對校事會議的詮釋效果和差別性利益動員對該制度產生政治效果。校事會議的法制性賦予正當行使權力的基礎，使其作為一正當的權力系統，然而利害關係人間的政治角力則可能腐化之。就政策回饋方面，教師對校事會議制度的詮釋效果則包含：身份覺知、教學行為、政策意見等，並產生個人避免和集體發聲兩種不同的利益動員。本研究結果雖不能類推所有校事會議之運作，但仍可作為行政主管機關優化校事會議制度之參採依據。

This study aims to explore the practical experiences within the Cam¬pus Incident Resolution Council. By applying the lens of micropolitics and policy feedback model proposed by L. M. McDonnell, it seeks to under¬stand the dynamics of power and the political effects. Adopting a quali¬tative approach from the teachers’perspective, this research provides an empirical interpretation of the Council through the participants’experi¬ences and reflections. Data were collected primarily through interviews, supplemented by document analysis. The findings correspond to the core tenets of micropolitics and policy feedback in two key aspects: first, the Council involves the operation of both legitimate and illegitimate power systems; second, teachers’interpretive effects and differential mobiliza¬tion of interests exert significant political influence on the system. While the legal framework provides a foundation for the legitimate exercise of authority, the political maneuvering among stakeholders may erode its integrity. In terms of policy feedback, teachers’interpretations manifest in their identity awareness, pedagogical behaviors, and policy opinions, leading to two distinct forms of interest mobilization: individual avoid¬ance and collective voice. Although the results cannot be generalized to all councils, the empirical analysis and interpretations provide a valuable reference for the administrative authority to optimize the Campus Inci¬dent Resolution Council system.