本文旨在探討臺灣原鄉的弱勢教育與教育福利議題，以及部落發展限制之問題癥結，為達此目的，本文採用訪談法針對信義鄉3 位布農族校長進行質性資料的蒐集及分析。研究發現，至今信義鄉產業發展有限，部落工作機會不足，居民謀生不易，許多部落族人長期面臨家庭教育資源缺乏和教養功能薄弱的難題，加上偏遠山地學校各項學習資源相對不足，種種因素的影響，造成部落原住民學生的學業成就普遍低落，即令透過加分優待，升學競爭力也抵不過都市原住民學生，更遑論與漢人學生競爭。循此，本文依研究結果，提出幾項改善原鄉生活機會和部落學生學習成效的思考方針：1. 擴增原民會權責，落實原鄉發展計畫；2. 加分優待有必要，但族語認證需檢討；3. 加強原鄉學校與民間社會福利機構合作；4. 推展寄宿學校與課後輔導的補救教學策略；5. 增加原鄉原住民師資與培植原住民治校人才。

The main purposes of this study are to investigate the disadvantaged educational and education welfare issues in the indigenous villages in Taiwan, and to identify the causes to the limitation of tribe development. Using interviews with three Bunun principals in Xinyi Township for qualitative data collection and analysis, the results show that Xinyi Township faces many difficult issues, including limited industrial development and work opportunities in the tribes, difficulties to make a living, lack of resources for extra training after school, weak parenting skills in many tribes, and lack of various learning resources at schools in the remote mountain areas. The aforementioned outcomes lead to low academic achievement among indigenous students in tribes. Even provided with extra points for the college entrance examinations, the indigenous students in tribes cannot compete with the indigenous students living in urban areas academically, letting alone Han students. Based on the results, researchers of this study proposed several guidelines for improving living opportunities in the indigenous villages and the learning effectiveness of the students living in tribes: 1) to expand the power and responsibilities of Council of Indigenous Peoples and to put the indigenous village development plan into practice; 2) to keep the extra points policy and to review the ethnic language certification system; 3) to strengthen the collaboration between schools in indigenous villages and nongovernmental social welfare institutions; 4) to promote remedial education strategies of boarding school and after-school tutoring; 5) to increase the number of indigenous teachers in indigenous villages and, systemically, train youths for academic leadership.