本文首先說明研究符號互動論的目的，進而探討其代表人物與理論；同時從其內涵中了解理論之基本前提、觀點、及主要概念。在學校組織的教育領域中，描述並解釋學校組織文化的現象，而獲得對學校組織文化研究的啟示：（一）以社會學微觀的研究取向探究學校組織文化的內涵與互動；（二）重視自我與社會化概念的關聯性；（三）研究者應以研究對象為主體的研究態度；（四）研究者應從情境文化脈絡中詮釋資料；（五）學校應善用變動的、建構的與創造的符號意義；（六）符號意義的產生來自於互動的過程。就學校教育現場而言，不僅理論上隱含著符號互動的概念，在實務運作上更脫離不了符號互動的範疇，其應用於學校教育的議題上：（一）學生社會化行為的養成；（二）師生關係的互動；（三）教師的教學活動；（四）標籤理論與偏差行為；（五）親子教育的溝通；（六）學校公共關係應用；（七）學校管理與領導。

This paper shows the purpose of the study of symbolic interactionism and discusses its researchers and theory. It also applies the meaning of symbolic interactionism to the basic premise of theory, ideas, and key concepts. Within the field of primary and secondary education, it also describes and explains school organizational culture in order to reinforce it's research and learn from the study of organizational culture of schools. The sections are: (1) Exploring the study of organizational culture of content and interaction from a micro-sociological orientation perspective; (2) Connecting the relationship of oneself within a social group; (3) Researching with a group-centered attitude; (4) Interpreting data in a cultural context; (5) Applying and adapting to constructive and creative symbolic meanings in schools; (6) Gaining symbolic meanings through interaction with teachers and administrators. In a school environment, teachers should use more theoretical and practical symbolic meanings. The related topics are:(1) The formation of social behavior with students; (2) Interaction between teachers and students; (3) Teaching activities; (4) Labeling theory and deviant behavior; (5) Parent-child communication and education; (6) Applying school public relations; (7) School management and leadership.