發展特色是偏遠小校繼裁併校之後持續被關注的議題。因此，本研究以質性 個案研究為途徑，以Giddens的「結構-行動」理論作為理論基礎，試圖呈現一所 偏遠小學發展學校特色的歷程，探討教育政策對學校組織結構層面形成的約制， 與學校行政和教師雙重體系對於結構約制的因應策略等辯證關係。首先，探討組 織結構層面（時間、空間、規則與資源）如何約制偏遠小學發展學校特色。其 次，分析學校行政單位對於組織結構約制的因應行動策略。最後，分析教師因應 行政層級組織結構約制的行動策略。研究發現如下：第一，學校發展特色過程， 各種結構約制的強度不同，但互為影響；第二，學校發展特色過程，利害關係人 能動性表現的視域與屬性不同；第三，能動性的發揮有助於實踐學校發展特色之 多元理想。最後，提供數點建議，供政策擬定與學校教育實務參酌。

The policy of amalgamation/closeness for remote small schools is a hot issue, and the strategy for developing the school with features has become a feasible one for sustainable management of the remote small school. Adopting the qualitative casestudy approach and based on Giddens’ structuration theory, the study attempts to portray the developing process of the school with features in a remote small school. The study aims to explore how educational policies become the structural constraints for shareholders and how administrators and teachers develop strategic agency to cope with structural constraints. Specifically, the study investigates how organizational structures (including time, space, rules and resources) constrain the limitations for the researched school to develop the school with features, how the administrators develop strategic agency to cope with the structural constraints and how teachers develop strategic agency to cope with administrative requirements. Research findings are as follows. Firstly, during the process of developing school features, the researched school indeed faces multiple structural constraints. These constraints have different levels of intensities and influence mutually. Secondly, during the process of school features development, the fields and categories where stakeholders demonstrate their agencies are different. Thirdly, the demonstrations of agency help practice the multiple ideals of school features development. Finally, the study provides some suggestions for policy considerations and management practices of the school.