本文從教師建制俗民誌中之角度探討上級指派教師研習與學校對策間的統治關係，目的是為了瞭解教師面對非其專業自主之公文指派研習是如何因應的。研究採質性研究，邀請兩所指派研習頻繁次數差異極大的兩所國小共六位教師成為研究參與者，透過深度訪談及文件分析等方式進行研究與資料蒐集，從上級公文、行政人員及教師的角度探討互動的關係，得到的研究結論如下：一、教師專業自主權在面對指派研習時受到侵蝕；二、學校發展出消極抗拒權力之因應模式，介於保護與影響型之間的中間類型以維護低度之專業自主；三、上級單位仍保留其對指派研習消極抵制之懲戒權，壓縮教師僅有之專業自主權。

The study explored whether the tugs between administrators of school districts and teachers who were compelled to participate in in-service had impacts on teacher profession. The purpose was to investigate how both school administrators and teachers reacted when being urged to do so. Utilizing institutional ethnography, the researcher invited 6 elementary teachers to be the participants. The teachers came from two types of schools which were quite different in the opportunities of required in-service trainings. Data collection includes interviews and document analysis.The conclusions were as follows: (a)Teachers’ professional autonomy was blocked when compelled to participate in non-professionassociated in-service trainings; (b)School’s administrators and teachers revealed responding strategies in between protective strategies and influence strategies, to remain their limited autonomy; (c) Officials took the decisive power of disciplinary authority to control and restrict teachers’ limited professional autonomy when confronting teachers’ rejection.