學校本身即為一稀政治組織，由於利害關係人之間意識型態與利益分配所形成 的差異與不均，在正式或非正式的政治協商歴程中，齊產生各式衝突或合作行為。 其中，教師運用各種權力策略來解決問題與擴增資源之歴程，可諝足班級微觀政治 研究的帘要議題。本研究主要採行參與觀察與訪談之質性研究取徑，選擇礙灣北 部一所中學為對象，以班級為單位，進行為期一年的實證資料蒐集與分析。本研究 主要發現歸納如下：（一）升學考量鞏固教師權乃位階；（二）資源多寡影響教師 權力策略的選擇；（三）教師權力策略陷於專業與生存間的拉扯。是故，班級師生 互動確實存在著政治權力運作，每個成員部有自身的利益巧飛，學校教育人員不應 只意闕呈現正向富涵教育理想的校阈氛圍，忽視成員行為背後的意識型態與政治策 略，否則敁終將無助於解決校阅的實際問題。 關踺詞：教師檷力、微觀政治、師生互動

School is a political organization. Because stakeholders have different ideologies and interests， formal or informal political negotiation exists conflict or cooperative behaviors. Teachers are on the adults' side to discipline students and lead students to achieve goals for organization. For maintaining the maximized interests, teachers will adopt a variety of action strategies to control the class. Therefore, exploring the teachers* power are necessary for micropolitics. To fulfill the above-mentioned purposes, qualitative methods such as participant observation and interview are employed to collect empirical data from teachers and students in one junior high school class in north Taiwan. The major findings are as follows:
(1) the ranks of teachers* power can be fortified with the ideology of credentialism;
(2) the amount of resources have an influence on the selection of power strategies;
(3) during the practice of power strategies，teachers will be involved in the tearing between profession and job protection.