學校內校務會議的設立與職責析辨－兼論各種功能委員會

The Discussion on Formation and Operation of Council of School's Affairs-Also Comment on the Kinds of Committee

許禎元(Chen-Yuan Hsu)

《學校行政》 51期 (2007/09) Pp. 214-221

https://doi.org/10.6423/HHHC.200709.0214

摘要

本文試圖探討學校權力機制與運作。1990年後推行教改的十年間，大幅翻修了各級學校法，並制定教育基本法、師資培育法、教師法等，引進學校管理本位的精神，學校組織朝著教育人員自律自主、參與合作及專業成長的方向努力，在共同參與的分權化原則下，將學校權力結構由以往的首長制，改為多數決的委員會制，確立校務會議為校園最高的權力機制。自此，校長權力來自校務會議的授予，使校長由一校之長轉為執行校務會議決議的行政官長。

關鍵字

學校領導 ； 校務會議 ； 校長學

並列摘要

This essay intends to discuss the formation and operation of school's authority. As of 1990, the movement of educational reforms pleaded for the legislation of Educational Basic law, School law and Teacher's law. The introduction and implementation of school-base management tried to build up school's framework as self-disciplined, autonomous and professional. Under principle of participation and decentralization, the school operated not just by the control of principal but also by varieties of committees. It thus confirmed the highest value of council of school affairs and the principal's role changed from school's chief into administer of council of school affairs.

並列關鍵字

Council of school affairs ； School's leadership ； Principalship

參考文獻

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林孟皇(2001)。論「學校本位管理」組織法制之建構（上）。教育研究。83，94-106。

林明地(2003)。校長學：工作分析與角色研究取向。台北:五南。

許禎元(2004)。教師兼任導護工作與適法性析論－1993年教改實施後的觀察。學校行政。32，115-128。

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