本文旨在探索教評會運作之教師彰權益能權力生態的機會之窗。教評會運作植基於教師彰權益能的以觀點，以批判理論為本，以回應教育革新的理想，且會促使學校形成新的權力生態。但是教評會運作之教師彰權益能權力生態的實踐，會面臨一些困境，有必要建立一些有利的條件，來落實教師彰權益能權力生態的實踐，稱之為教評會作之教師彰權益能權力生態的機會之窗。由於這些困境包括有權者的難以放權、參與者的誤用政治隱喻、參與者的不安全及學文化經營產生上司與部屬間權力關係的偏見，必須輔以倫理實踐為基模，以系統維為經、以相互信任的社會關係為緯，並且透過自我反省的行動，促進各種有利條件的建立，為教評會運作之教師彰權益能權力生態的機會之窗。基於此，開啟教評會運作之教師彰權益能機會之窗的鑰匙，應植基於長的道德領導、柔術領導、精神伶導及自我領導行為。

The study is to discuss the window on opportunity of power ecology of teachers’ council in schools. The system of teachers’ council in schools is based on the perspective of teachers’ empowerment, which stresses the connotation of critical theory. It can respond to the ideal of educational reforms and reconstruct power ecology in schools. However, the praxis of power ecology of teachers’ council in schools in the perspective of teachers’ empowerment will face some problems. The first problem is that the privileged are not willing to accept the connotation of teachers’ empowerment. Second, people cannot provide others with a voice of narrative. Third, teachers are involved in insecure discussion. Fourth, school culture is integrated with the prejudice of power. People have to construct some enabled conditions called “window of opportunity” in order to eliminate the problems. According to literature review, the window on opportunity of power ecology of teaches’ council in schools in the perspective of teachers’ empowerment employs ethics as the schema, systemic thinking as the longitude, relationship of mutual trust as the latitude and the action of self-reflection as facilitating the application of enabled conditions. Also, the keys of open its windows of opportunity include moral, fragile., spiritual and self leadership, which are facilitated through a principal.