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題名：學校教師會運作之微觀政治分析：一所小學之個案研究
書刊名：屏東教育大學學報. 教育類
作者：陳幸仁 引用關係
作者(外文)：Chen, Hsin-jen
出版日期：2008
卷期：30
頁次：頁23-54
主題關鍵詞：微觀政治學；教師會；意識型態；利益衝突；學校領導；Micropolitics；Teachers' association；Ideology；Interest conflict；School leadership
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(15) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:156
  • 點閱點閱:112
微觀政治學的研究取向假定學校組織不是一個社會價值的真空處，利害關係人之間不論在意識型態、組織目標的看法、利益需求的著眼，或多或少都有差異存在。本研究的目的，透過微觀政治學的視角，探討教師會核心幹部和行政主任間對協商權的觀點為何。此外，也將研究觸角延伸至教師會會員與非會員間的權力關係，以及校長如何處理團際間可能的衝突行為。本研究透過個案研究，探究個案學校內教師會和相關利害關係人之間的權力關係。研究結果顯示教師會的運作改變學校權力生態，解構長久以來科層控制的權力結構；其次，行政主管與教師會核心幹部對教師會組織定位的認知明顯的差異，也使得雙方陣營在協商時，行政主管對協商採取較為保留的態度，使得教師會核心幹部頗為不滿；第三，非會員對教師會和行政主管協商決議，普遍心存「搭便車」心態，也使得教師會核心幹部對非會員心存芥蒂。第四，校長經常透過公開場合與私下方式，儘可能化解相關次團體間的緊張關係與衝突行為。最後，本研究並對相關利害關係人提出建議，將衝突視為組織運作中自然本質，從中學習合作改革。
Schools are not places without values laden where differences in ideologies, organizational goals, and diverse interests do, more or less, exist among stakeholders. The aim of the study is to explore how core members of the teachers’ association at the researched site interact with administrative directors and non-members through the lens of micropolitical approach. Based on an elementary school as my fieldwork site, the study employed the case-study approach, mainly conducting in-depth interview to explore interpersonal/intergroup relations under the lens of micropolitics. The research findings demonstrate that intergroup tensions often occurred between core members of the teachers’ association and senior staff, and between members and non-members. Members of the teachers’ association strove for gaining their recognition from members of senior staff because they regarded the teachers’ association as non-educational organizations whereas some senior managers felt that their authority was challenged by core members of the teachers’ association. In addition, the interviewing data disclosed some core members’ negative attitudes towards non-members’ perspectives on the teachers’ association due to their selfish thoughts while non-members accused of members owing to their interests being sacrificed. It also revealed that the principal tried to work as a mediator resolving conflict involved in parties concerned and act as an ethical leader encouraging conflicting parties to collaborate together. Finally, the research suggests that shareholders within the school should regard conflict as the nature of organizational functions whereby they could collaborate together for school innovation and improvement.
期刊論文
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2.Bascia, N.(2000)。The other side of the equation: Professional development and the organizational capacity of teacher unions。Educational Policy，14(3)，385-404。  new window
3.Rice, E. M.、Schneider, G. T.(1994)。A decade of teacher empowerment: An empirical analysis of teacher involvement in decision making, 1980-1991。Journal of Educational Administration，32(1)，43-58。  new window
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7.許清陽(20050600)。教師籌組工會對教師專業發展的影響。南縣國教，18，40-41。  延伸查詢new window
8.彭富源(19980600)。臺灣教改新興勢力--學校教師會。教育資料集刊，23，55-78。new window  延伸查詢new window
9.黃德祥、薛秀宜(2004)。世界各國教師會的問題與展望。現代教育論壇，10，572-587。  延伸查詢new window
10.Adam, R.(1982)。The future of teachers' unions。Comparative Education，18(2)，196-211。  new window
11.Blase, J.(1987)。Political interactions among teachers: Sociocultural context in the schools。Urban Education，22(3)，286-310。  new window
12.Hallinger, P.、Kantamara, P.(2000)。Leading at the confluence of tradition and globalization。Asia Pacific Journal of Education，20(2)，46-57。  new window
13.Hewstone, M.、Greenland, K.(2000)。Intergroup conflict。International Journal of Psychology，35(2)，236-144。  new window
14.Kroska, A.(2000)。Conceptualizing and measuring gender ideology as an identity。Gender and Society，14(3)，368-394。  new window
15.Poole, W. L.(1999)。Teachers' union involvement in educational policy making: Issues raised by an in-depth case。Educational Policy，13(5)，698-725。  new window
16.Seifert, R.(1991)。Managing the conflict。Managing Schools Today，1(2)，36-38。  new window
17.South, S. J.、Bonjean, C. M.、Markham, W. T.、Corder, J.(1982)。Social structure and intergroup interaction: Men and women of the federal bureaucracy。American Sociological Review，47(5)，587-599。  new window
18.李新鄉(2004)。教師會組織與學校行政運作互動狀況之實際與省思。現代教育論壇，10，558-571。  延伸查詢new window
19.林斌(20030300)。教師會發展模式之探討--工會主義與專業主義。教育資料與研究，51，61-67。new window  延伸查詢new window
20.林斌(20030900)。我國教師組織工會之研究。中國行政評論，12(4)，97-138。new window  延伸查詢new window
21.Hoyle, E.(1999)。The two faces of micropolitics。School Leadership and Management，19(2)，213-222。  new window
22.彭富源(20000600)。校園權力結構重組中「教師會」角色的分析--期待與實際的差距及融通。臺灣教育，594，47-53。  延伸查詢new window
23.高義展(19980700)。學校行政官僚體制與教師專業自主關係之探討--以學校教師會為例。教育研究資訊，6(4)，30-47。new window  延伸查詢new window
24.陳幸仁(20070600)。微觀政治學：一個學校行政的新興研究領域。教育行政與評鑑學刊，3，67-86。new window  延伸查詢new window
25.Achinstein, B.(2002)。Conflict amid community: The micropolitics of teacher collaboration。Teachers College Record，104(3)，421-455。  new window
26.Kelchtermans, Geert(1996)。Teacher vulnerability: Understanding its moral and political roots。Cambridge Journal of Education，26(3)，307-323。  new window
27.Kelchtermans, G.、Ballet, K.(2002)。The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation。Teaching and Teacher Education，18(1)，105-120。  new window
28.Reitzug, U. C.(1994)。A case study of empowering principal behavior。American Educational Research Journal，31(2)，283-307。  new window
29.林明地(2004)。教育行政體系與教師會組織之互動：組織多元分析架構的運用。現代教育論壇，10，523-528。  延伸查詢new window
30.Lather, Patti(19860900)。Research as Praxis。Harvard Educational Review，56(3)，257-277。  new window
31.Marks, H. M.、Louis, K. S.(1999)。Teacher empowerment and the capacity for organizational learning。Educational Administration Quarterly，35(5)，707-750。  new window
32.Blase, J.(1997)。The Micropolitical Orientation of Facilitative School Principals and Its Effects on Teachers' Sense of Empowerment。Journal of Educational Administration，35(2)，138-157。  new window
33.林志成(2004)。教師會組織運作與學校文化。現代教育論壇，10，529-551。  延伸查詢new window
學位論文
1.林君齡(2001)。國民中學學校教師會運作之微觀政治個案研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.胡石明(2004)。國民中學教職員運用微觀政治策略之研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
3.胡士琳(2003)。學校行政體系之微觀政治現象研究--以一所國民中學為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.林逸青(2003)。國中校長權力運作策略、衝突管理策略與學校效能之關係：微觀政治分析(博士論文)。國立台北師範學院。new window  延伸查詢new window
圖書
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3.Hall, Richard H.(1999)。Organizations: Structures, Processes, and Outcomes。Upper Saddle River, NJ：Prentice-Hall。  new window
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21.黃宗顯(1999)。學校行政對話研究 : 組織中影響力行為的微觀探討。臺北：五南。new window  延伸查詢new window
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圖書論文
1.Altrichter, H.、Salzgeber, S.(2000)。Some elements of a micropolitical theory of school development。Images of educational change。Milton Keynes：Open University Press。  new window
2.Cox, T. H. Jr.(1996)。Intergroup conflict。Classics of organization theory。Orlando, FL：Hartcourt Brace。  new window
3.MacBeath, John(2002)。Leadership, Learning and the Challenge to Democracy: The Cases of Hong Kong, the United Kingdom and the United States。School Leadership and Administration: Adopting a Cultural Perspective。London, UK：RoutledgeFalmer。  new window
4.Tajfel, Henri、Turner, John C.(1979)。An Integrative Theory of Intergroup Conflict。The Social Psychology of Intergroup Relations。Brooks/Cole。  new window
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6.Ball, S.(1994)。Micropolitics of schools。The international encyclopedia of education。Oxford：Pergamon。  new window
 
 
 
 
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