組織結構與教師行動的辯證關係：以一所小學為例

學校組織行爲研究很少從社會學理論來切入探討，更何況是從結構－行動的觀點作爲著力點。本研究藉由個案實地研究，一來驗證Giddens結構化理論中結構－行動的實徵關係的可能性，二來探討在教育職場中，主要是從組織結構的四種層面：時間、空間、規則、資源，來分析如何約制教師行動，而教師如何形成因應行動策略來回應結構約制力量。本研究採取質性研究途徑，以一所小學做爲個案學校進行探究。研究結果發現組織結構確實給予教師相當大的約制力量，使得教師表現出消極項應的因應行動策略。不過，個案學校教師會的成立，喚醒教師重視彰權益能的意識，形成一股集體力量，不僅抗衡結構約制力量，亦成爲促進學校組織變革的催化勢力。

關鍵字

組織結構；教師行動；結構約制；因應策略；教師彰權益能

並列摘要

Organizational behavior studies in schools have been paid little attention to the issue of structure-agency, as a way to investigate how organizational members interact. This research attempts to investigate the dialectical relationship between organizational structure and teachers' agency through empirical case study. The purposes of this study intend to examine the possibility of its empirical relationship between organizational structure and teachers' agency, which is the core of Giddens' structuration theory, on the one hand, and to concentrate upon whether teachers' agency is constrained by organizational structures through four elements: rules, resources, time and space on the other. In terms of methodology, this study employed the qualitative approach, selecting a primary school as the investigated site to explore the relationship between organizational structure and teachers' agency. The research findings illustrated that structures did pose constraints on teachers who in turn developed negative and adaptive coping strategies against structural constraints in school organizations. Yet, with the institution of the school-based teachers' association at the researched school, it woke up teachers' consciousness of empowerment, forming a collective force to resist against structural constraints. Most importantly, the school-based teachers' association became a facilitative source to promote school innovation and change.