本研究旨在瞭解學校推動試辦教師專業發展評鑑計畫的過程，透過微觀政治取向，探究試辦計畫如何影響學校組織權力生態？對利害關係人的意識型態和利益分配有何影響？以及利害關係人在試辦過程運用政治策略的情形。本研究以台灣南部一所小學進行個案研究，主要透過訪談法，以文件文析為輔，進行資料蒐集。研究發現個案學校參與試辦計畫的過程，首先，學校的組織權力生態仍維持科層主導模式，未能凸顯彰權益能理想；第二，利害關係人之間會產生專業主義和績效責任兩種意識型態的衝突；第三，利害關係人之間會產生組織利益與個人利益取向之競逐；第四，利害關係人會運用影響型與保護型的政治策略，產生影響力，以維護既有之意識型態與利益。最後，根據研究發現歸納結論，並對教育實務提出建議。

This study aims to explore how the researched school implemented the ‘probative’ policy, Appraisal for Teacher Professional Development (ATPD), initiated by the Ministry of Education. Through the lens of micropolitical perspective, the study intended to investigate
how ATPD affected the power ecology within the school, particularly
concentrated on their ideologies and interests from the shareholders
within the school, and their political strategies used by the shareholders.The researched school was selected from a primary school located in southern Taiwan. Data were collected mainly from interviews and
partially from documents. The research findings were as follows: (a)
the power ecology within the school dominated by bureaucratic model
rather than empowering model; (b) conflict derived from the ideological difference between professionalism and accountability among the shareholders; (c) conflict derived from the pursuit of organizational interest and individual interest for the shareholders; (d)both influential and protective strategies used by the shareholders.Finally, some conclusions were drawn and suggestions for educational
practices.