| Summary: | 碩士 === 國立臺灣師範大學 === 教育政策與行政研究所 === 98 === Extending the length of compulsory education in Taiwan has been an objective of educational policy for a long time, such as Twelve-Year Compulsory Education. Analyzing its context, School Actualization Program (SAP) is a pilot and key program of Twelve-Year Compulsory Education. But there are few studies research the outcome of SAP implement, especially on the viewpoint of school’s stakeholders.
The study explores the stakeholders’ implementation of SAP in a complete high school system. It includes of investigating the embedded problems within the micropolitical phenomena, understanding the impacts of SAP implement on school’s stakeholders’ interaction.
In this study, the school’s stakeholders are defined as four types of school’s stakeholders-principal, administrators, teachers and parents. They will concern about different interests and use the different political strategies to obtain the most benefits.
In order to have a comprehensive understanding of school’s stakeholders’ interaction, this study takes a complete high school senior as a case study and adopts qualitative approaches, such as methods of interview and observation to collect data.
According to the result of data analysis and discussion, the conclusions are synthesized as follows:
1. School’s stakeholders will concern about different interests to implement SAP.
2. School’s stakeholders will do their best if they identify the idea about SAP.
3. School’s stakeholders will first concern about the harmonious interactive relationship when they implement SAP.
4. School’s stakeholders’ interests were synthetic. If their interests were more synthetic they were more protected.
5. School’s stakeholders reflection others’ interests were asymmetric.
6. School’s stakeholders support school participate SAP, but they have no idea to put forth effort.
7. Principal frequently used the strategies of authority and show as a model; Staff frequently used protected strategy about law and order; Teachers frequently used the strategy of cooperative alliance.
8. School’s stakeholders’ interaction about administrators belongs to “Supported Type”; School’s stakeholders’ interaction between administrators and teachers belongs to “Marginal Type”.
According to the conclusions above, the suggestions to the school’s stakeholders participate SAP as follows:
1. Principal should use the strategy of show as a model and integrated stakeholders' consensus to participate SAP.
2. Administrators could take positive viewpoint for the good mutuality of stakeholders and open the communication of SAP.
3. School’s administrative system should provide the reward-and-punishment mechanisms to strive for assistance of implementation of SAP.
4. Senior high school’s teacher could develop professional community to avoid the press and they should restructure the professional relationship of SAP.
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