本文旨在從政策執行模式的角度了解反霸凌教育政策的執行情形，並且暸解教師在執行該政策時所面臨的困境。本文採質性研究，運用文獻分析法與深度訪談法，以桃園縣桃園市某國民中學教師為研究對象，分別選取擔任行政人員、導師及專任教師為樣本，逐一進行訪談。本文結果如下：1.政策目標與資源方面－教師都明確的暸解友善校園之反霸凌政策，因此教師都會盡力配合此政策的執行，但教師對於友善校園之反霸凌政策仍存有許多的疑慮，老師對於友善校園之反霸凌政策本身之相關措施及法令規章認知模糊不清以及政策本身的配套措施不足下，此政策執行仍有其困難之處。2.執行組織間的溝通與執行機關特性方面－學校行政單位僅是透過開會時口頭宣導友善校園之反霸凌政策而教師大多籍由媒體得知未執行友善校園之反霸凌政策所涉及的法律責任，且教師在執行友善校園之反霸凌政策時，亦會隨著教師的個人特質而有不同的執行成效。3.社會環境影響及執行者意向方面－規劃合理的教育政策，明定執行的內容及相關配套措施、辦理相關的課程及研習活動，宣導政策理念，提升教師的政策執行能力，以利反霸凌教育政策執行。

The research aims at realizing that from the angles of executing policy to discuss the situation of executing Anti-bullying Education Policy, and that realizing the difficulty which teachers will face while executing Anti-bullying Education Policy. The research bases on qualitative research, using analyzing documents and deep interviewing. Take the teachers in the junior high school in Taoyuan city in Taoyuan county for the interviewees choosing fifteen people who are homeroom teachers, designated teachers and administrative staffs for example and interview them one after another. Below is the outcome of the research: 1. The goal of policy and resource- All of teachers totally know that Anti-bullying Education Policy will be executed definitely, so teachers will do their best to implementation to the policy. However, teachers still have a lot of doubt to the Anti-bullying Education Policy. With knowing the measures of the policy and laws vaguely, and under the situation of the lack of measures to the policy, teachers have problems with executing the policy. 2. The communication of the executives and their character- The executive of the school only orally announces that teachers in meetings, and teachers tend to know the law and responsibility via the mass media. Furthermore, when teachers execute the Anti-bullying, the effect is also different from teacher personality to another. 3. The influence of society circumstance and executives' intention-Planning reasonable education policy to set executive contents and related integrations.