1980年代末期，隨著戒嚴時期結束，社會自主意識抬頭，人權理念與價值漸受到重視，加上社會快速變遷，人心浮動，不乏各種價值思想衝突。1993年教育改革實施後，隨彙成12項「教育改革行動方案」，公布九年一員課程綱要，1995年教師法訂定，基於教學及紀律維持，重視學生人權及教師專業自主性，更課予教師輔導或管教學生的義務，惟在執行上有高度的爭議性，也容易引起與家長的衝突，特別是負責執行的基層教師，恆負有教學及維持教室秩序的責任，而導致行政懲處、刑事控訴及民事求償等，極待有效的解決途徑。總結本文研究，提出的具體建議如下；1)訂定校園職權行使法，將學校納入法治社會的軌道、2)確立管教分級制度，給予合於教育意義的不同程度之懲處、3)警察未得拒絕適用，使學生明白學校非治外法地，早日融入社會規範、4)建立 教師法徑素養，每年課予法學研習時數、及5)重視學校教師權益，現實與法律規範實未符合，將增加教師對法律的不信任，而影響法治文化之具體表現。

Since the end of 1980, there were various transforms such as the annulment of martial law、idea of individualism and value of humanitarianism in the Taiwan society. The authority proclaimed 12 items of educational reform acts in 1993 as well as the enactment of the teacher law in 1995 to imposed on the teacher the duty of guidance and ferule of student for the purpose of maintenance of classroom’s order. Essentially, teachers are obliged to maintain the function of teaching. But such doing however actually had resulted of many conflicts and even criminal or civil charge by parents. There must be have some necessary methods required for improvement. In conclusion, the essay suggest that; 1) To draw up the duty execution law on campus, and bring school into rule by law; 2) To define the clear steps and digress of punishment, as well as disciple by proportion; 3) To introduce the power of police to classroom if necessary; 4) To discipline teachers about idea of legality; impose on then the curriculum of jurisprudence every year; 5)To give weight to the rights and interests of teacher, by so doing they can convey the same passion and value to students.