學校本位管理是盛行於英美語系國家的一種權力下放的學校管理模式，且於1980 年代後期成為各主要國家教育改革核心主題與策略，而我國受此教育改革風潮的影響，在法令與政策皆朝這個基調相呼應。其他在實務運作層面如：校長遴選、新制校務會議、學校課程發展委員會等，也皆朝向學校本位管理方向邁進，唯本國在「管理制度」方面仍在發展萌芽階段，值得努力探究。 本文旨在進行國民小學實施學校本位管理之研究，首先探究社會思想發展、多元豐富的教育典範轉移，瞭解學校本位管理的形成背景，進而闡述學校本位管理的意義與精神、理論基礎，從而歸納出學校本位管理的精神概念，最後以實施內容、參與成員的角色任務，釐定社區家長、老師、校長、教育行政機關的權責。 本研究除了文獻分析之外，採用自編「國民小學實施學校本位管理之研究」調查問卷進行問卷調查，研究樣本包含桃園縣、新竹縣市、苗栗縣等四縣市之公立國民小學教育人員（校長、主任及教師），有效問卷301 份，經過統計分析後作出結論。 此外為期望制度形成得以圓融，乃根據國內外實施學校本位管理的相關評價進行整理，並提出適合本國發展的可行建議，使在實務運作層面有真正助益與貢獻。

School-based management is a kind of devolution in school management model that prevails in English nations, and becomes the main strategy and the main issue in educational innovation in the late 1980’s. Our country is influenced by this educational innovation which responds to statute and policy. Other aspects in practical level as follows: principal election, new system school administration meeting, school lesson planning commission and etc, all stride forward to school-based management; however, the “the managed system” in our country is still in the initial stage and is necessary for further exploration and investigation. The core of this article is composed of a series of researches of which school-based management has carried out in school related backgrounds. First of all, we focus on social cerebration development, diversified and abundant educational model transfer, comprehension of form background of school-based management. Moreover, we expound the meaning and the spirit of school-based management and theory basis. Furthermore, we generalize the main concepts of school-based management. Ultimately we use practical contents and participators’ role missions to formulate the advantages and responsibilities of social patriarch, teachers, principals, and educational administrative organizations. Researchers employed the questionnaire recomposed from “School-Based Management Assessment Tool”. Researchers firstly employed stratified random sampling to choose 27 schools as the sample. Secondly, the questionnaires were sent to the principals so as to pass on them to the respondent concerned. In addition to expecting completely and perfectly formed system, we arrange relevant evaluations of practical school-based management both domestic and overseas. Therefore, we submit feasible suggestions according to the development of our country and we would like to contribute what we have found to all personnel who work hard in the field and especially to the personnel who work in the front line.