[[alternative]]A Research on Primary School Teachers' Professional Power Operational Processes

[[abstract]] 本研究之目的在探討現代社會文化脈絡下，國小教師專業權力的意義與來源，並分析教師專業權力運作的歷程及阻礙因素與促進之道。依據前述之研究目的，本研究採質性研究取向，透過多次的半結構式訪談收集資料；並以立意取樣的方式，選擇二個極端個案：一位自我覺知具有專業影響力，另一位自我察覺欠缺專業影響力的國小教師，透過不同權力典型的比較，藉以探究在學校生活世界中，教師專業權力實際運作的形貌。 本研究得出以下結論：一、教師、家長、校長為教育權力的合夥人關係，透過權力分享與合作，共同達成教育目標。二、專業權力在班級層面的運作脈絡上，停留在工具理性的專業自主階段；學校層面上，顯露「教學╱行政」權的二元分立結構。三、行政權威的干預是班級與學校層面的專業權力運作脈絡的共同阻力。四、缺乏責任意識與專業孤立的狀態，是教師行使專業權力的個人困境。五、教師專業權力的初始化歷程，接近結構功能理論的被動社會化模式。六、科層體制與家長權力擴張，是限制現職教師專業權力開展的外在元兇。七、透過反省與行動，自我增能與自信、自尊的建立，能促進教師增權賦能發展。 根據上述結論，爰提以下幾點建議：一、建議教師省思權力真諦，積極自我增權賦能：（一）教師宜培養批判的反省能力，並加強「責任意識」，促進權能自我增長。（二）打破孤立文化，積極參與學校行政決策，與教育合夥人進行分享與對話。二、建議學校落實權力下放、賦予教師專業發展空間：（一）落實權力分享原則，增進教師與家長參與校務的權力與責任。（二）校長有效帶動教師的專業成長與專業堅持，塑造合作與專業的情境三、建議教育行政機關協助教師專業權力良性開展：（一）促成教育部制定權利與義務分明的進修法令，賦權增能於教師。（二）設置有利環境，創造教師專業權力開展的必要條件。四、未來加深、加廣的研究方向，重建教師專業權力運作脈絡：（一）輔以參與觀察法進行檢證，並擴大研究對象的多樣性，以多元角度論析。（二）就教師權力的單一面向進行深入探討，細微描繪教師專業權力的圖像。[[abstract]] The purpose of this study is to research on the meanings and sources of the professional power of primary school teachers and to analyze their operational processes, obstacles and solutions.According to the above mentioned research objectives, this study tries to get the necessary data through qualitative inquiry and semi-structured interviewing.It takes two radical cases through purposeful samplings: one case from a consciously confident and powerful primary school teacher and another from a frustrated, powerless one. The study wishes to compare the power styles of the two primary school teachers.The study also wants to trace out different facets of school life through comparison. The conclusion of the research is as follows:1. The teachers, parents and principals are in reality partners of their educational power. They seek to reach the requested educational objectives through cooperation and power with.2. The professional power is kept at the classroom level under the stage of professional autonomy and instrumental reason.3. The interference from executive authorities is an obstacle of professional power operations at the class and school level.4. The status that lacks of responsibility and professional isolation will lead to hardship of teachers when they handle their professionalism.5. The origin of the professional power of primary school teachers is very close to passive-socialization in Structural Functionalism.6. Bureaucracy and expansion of parents’ right are the exterior destroyers to restrict the teachers’ professional power from operations.7. The establishment of self-consciousness, self- empowerment, confidence and dignity can help the empowerment of teachers. From the above conclusion, the study would like to suggest as follows: First, teachers should reflect on the truth of power and positively enforce self-empowerment ability: (1) Teachers should cultivate critical reflection ability, and improve senses of responsibility and self-empowerment; (2)Teachers need to break isolationism, actively join school administration policy decision, and communicate with educational partners.Second, the study suggests that schools practice power decentralization and offer teachers room for professional development: (1) Enforce the principle of sharing power with educational partners and provide teachers and parents power and obligation to be involved in school affairs; (2) Principals should effectively stimulate teachers’ professional growth and persistence and create the environments for cooperation and professionalism.Third, the study suggests that educational authorities assist teachers with professional power development: (1) Request the Ministry of Education to legalize some acts for further education with clear clarification of right and obligation. Give the teachers more professional empowerment; (2) Create positive and effective environments for teachers to build up their professional power.Fourth, further research is suggested to rebuild the operational context of teacher professional power operation: (1) Participant observation method may be conducted to broaden the versatilities of research objectives with multi-dimensional angles; (2) Further probe the issue of teachers’ rights and depict the portrait of teachers’ professional power