本文主要係以學校面對教育事務的推動，應具備自律性的教育課責做為論述核心。首先，探討學校教育課責的概念內涵；其次，以教育部國民及學前教育署推動的補救教學為例，探析學校教育課責從他律到自律的困境；接著，分別從教育局（處）和學校提出自律性教育課責的策進作為：一、教育局（處）同時扮演教育課責的主體和客體，應加強人員專業素養，強化政策品質；二、教育局（處）應建立學校績效表現、校長考核與教育課責的連結；三、學校面對教育課責應建立內部管考，而非被動等待外部的評鑑訪視；四、學校應定期公布自評結果並同時提供外評報告，達到資訊公開接受利害關係人的檢視；五、學校應建立組織學習模式全面改善和提升效能；最後，綜以結語。

This study focuses on self-disciplined educational accountability of schools when implementing educational affairs. First of all, it explores conceptual content of school educational accountability; secondly, using remedial teaching implemented by K-12 Education Administration of Ministry of Education as an example, it explores the Dilemma from heteronomy to self-discipline of school educational accountability; subsequently, from Education Bureau(Department) and schools, it proposes promoting action of self-disciplined educational accountability: (1) Education Bureau(Department) plays the roles as both subject and object of educational accountability and it should enhance the staff’s professional literacy and policy quality; (2) Education Bureau(Department) should construct connection among school performance, principal appraisal and educational accountability; (3) regarding educational accountability, schools should establish internal management and examination instead of passively relying on external evaluation and visit; (4) schools should regularly announce self-evaluation results and provide external evaluation reports to result in open information and receive review from stakeholders; (5) schools should establish organizational learning model to completely improve and upgrade efficacy. At last, conclusions are offered.