| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 90 === The study is intended to explore the power relationship in school reorganization and to establish the implementation strategies of school reorganization through the viewpoint of M. Foucault. According to the related documentation, the inappropriate organization’s power relationship leads to ineffectiveness, conservation and confined growth of teachers’ professional performance in school. Hence, it is a pressing task to reconstruct school’s organization. At the same time, from M. Foucault’s point of view, the reorganization of power relationship at school should be directed to effective interaction along with more democracy, participation and improvement. It is believed that the M. Foucault’s viewpoint of power relationship can be applied to school’s reorganization. The statistics of survey also indicate a highly recognition for the aforementioned perspective from the elementary school staff.
There are four conclusive implementation strategies for the elementary school’s reorganization based on this study and above statistics analysis. (1) Apply “Increasing of power and ability” strategy that can construct “power/knowledge” interaction. (2) Apply “Empowerment and enabling” strategy that can ensure the running of “power mechanism”. (3) Apply “Enhancement of power and ability” strategy that can offer high quality surroundings for a “hidden value system”. (4) Apply “Interaction of power and ability” strategy that can build a vigorous “revitalized school” organization.
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