本研究旨在探討偏遠小校裁併過程，校內外相關利害關係人在權力生態、意識型態衝突、利益糾葛與校長權力策略運用等微觀政治層面，以補充裁併校政策與實踐研究之不足。以往裁併校研究大多聚焦於裁併校政策與學校最適規模的探討，忽略偏遠小校裁併過程的權力微觀政治探討。本研究實地走訪一所偏遠地區的國民小學，以質性研究途徑，試圖呈現偏遠小校裁併的歷程和微觀政治面向。研究發現如下：一、學校內外的權力生態產生變化；二、相關利害關係人產生教育機會均等與績效責任兩種意識的衝突；三、個人利益優先組織利益；四、個案校長運用各種權力運作策略，轉化校內外團際衝突氣氛。最後，本研究提出數點建議，以供裁併校政策擬定及校長領導實務參酌。

Adopting the qualitative research approach, this study aimed to explore, through the micropolitical lens, the processes of school closeness/amalgamation in a remote school.Specifically, the paper concentrates on some issues, including power ecology, ideological conflict, interest orientations and power strategies used by the principal at the researched school. Most studies had paid attention to the policy of school closeness/amalgamation and its appropriate scale while few aiming to examine the processes of school closeness/amalgamation through the lens of micropolitics. The research findings revealed four aspects as follows: (a)power ecologies inside/outside the researched school have been changed; (b) ideological debates between accountability and educational opportunity equality occurred among the stakeholders;(c) personal interests preceded organizational interests; (d) the principal employed various power strategies to soften intergroup conflicts. Finally, the paper proposes several suggestions for policy considerations and leadership practices.