本研究企圖以動態的觀點來分析臺灣中小學教師權力的本質。主要論點有三：第一，教師權力具有專業主義的理想性；第二、此種理想性與教師實際所處的教育情境在本質上存有衝突；第三、教師權力之消長可視為一種辯証的過程，係介於教師與教育實權擁有者兩股動力間運作，因而並非僅恃教師單獨追逐理想而能獲致。 本研究之架構係以教師權力在專業主義理想上的訴求，以及此訴求框限於教育行政體制內的關係探討來建立論証依據，用以分析在臺灣教育情境內，教師的工作條件及權力問題。研究所得到的結論為： 一、 就「專業主義」的觀點來分析教師專業的屬性，自大多數國家來看，教師行業的專業自主權有限，因而以「完全專業」稱之似乎不宜。 二、 教師專業自主性與學校科層組織間存有的衝突係屬於本質上的難以相容，採調合或折衷之方案或能暫時平息，但根本的解決或許須彷美國正進行的「重建學校組織」的運動，教師權力的訴求若自外於學校組織及結構將無法成功。 三、 中央集權與地方分權教育行政體制下教師權力行使的範圍與內容有所差異，是以若就兩種體制內的教師權力相互比較，在立足點上不平等也無意義。惟當教育行政體制在中央集權與地方分權移動時，教師權力之消長可見。 四、 就臺灣中小學教師的工作情境分析，基本上其專業屬性及教師權力受學校組織與行政體系之限制情形，均與他國之發展模式相彷。惟目前臺灣正經歷教育「鬆綁」的訴求，社會各界要求教育權力下放之聲音頗多，教師在這一波的教育改革中，權力可望提昇。

　　　　　There are three argument in the article. First, to empower teachers is an ideal of teaching profession. Second, teacher empowerment will conflict with the bureaucratic system of educational administration. Third, teachers have more power or less is a dialetic process, depending on the negotiation and compromise between teachers' union and government. Teachers' working conditions in Taiwan and some countries has been studied in above three arguments the conclusions are: 1. In most countries, the entitlement of teaching profession seems inappropriate to describe teachers' work. Teachers do not have much autonomy as other professionals. 2. Teachers' autonomy in nature is imcompitable with educational bureautratic system. Thus to empower teachers but not improve the system of school management is destined fruitless. 3. Centralized educational systems will have more restriction on teacher's autonomy than decentralized educational systems do, thus to comparing teachers' autonomy in different countries is meaningless. Teachers' power should be understood in variables such as centralization/decentralization of educational organization, system of school management and socio-political change. 4. Taiwan is engaging educational reform, the 'derrgulation' has been requested. We expect teachers' power will increase in the near future.