《教育基本法》第8條第3項規定「國民教育階段內，家長負有輔導子女之責任；並得為其子女之最佳福祉，依法律選擇受教育之方式、內容及參與學校教育事務之權利。」惟就實務觀之，非屬國民教育的高級中學、職業學校甚或學前幼稚教育階段，亦均以強制入會之方式組織家長會，並藉此俾利家長行使其集體參與權。然而，即使僅就《國民教育法》、《高級中學法》及《職業學校法》三者觀之，不但渠等有關家長參與學校教育事務的規範內涵未盡一致，在家長會的組織法源上，職業學校部分向來均未符合法治國原則之要求；對照而言，相關法制規範實有亟待改進之處。此外，相對於組織家長會所欲實現的集體參與權，家長以個別身分參與學校教育事務之個別參與權，不啻具有更高的憲法權利地位，惟現行法制卻似乎反而較少著墨。就相關法制整體運作而論，此非但可能阻礙一般家長正向發展其參與學校教育事務之權利意識，對於《教育基本法》第2條教育目的之實現，亦顯難發揮助益。據此，本文乃以中小學階段之家長參與法制為分析標的，除透過憲法觀點探究個別參與及集體參與之權利內涵外，並將針對現行相關法制的妥適性進行分析，進而提出家長參與學校教育事務之法制規劃與實務運作上之建議。

According to Educational Fundamental Act, “Parents have the responsibility to provide guidance to their children during the period of national compulsory education for their children, and have the rights to select the form and content of education and participate in educational affairs of the school for the best wellbeing of their children in accordance with relevant laws and regulations.” Yet, in actual practice, although high schools, vocational schools and preschools do not belong to the category of compulsory education, parents’ councils are still organized to allow parent involvement in school affairs. By comparing Compulsory Education Act, the Senior High School Act, and Vocational School Law, it is found that regulations about parent involvement in school affairs are not consistent. In terms of the regulations for the constitution of parents’ council, only the Senior High School Act meets the format of the principle of rule of law. In contrast, other regulations need further improvements. In addition, individual parent involvement is actually more powerful in the constitution than the collective parent involvement as in the form of parents’ councils; yet, it draws less attention in current legal regulations. This is likely to hinder parents’ awareness of their rights to get involved in school affairs. As a result, this paper aims at analyzing the regulations related to parent involvement in elementary and middle schools. First it compares individual and collective parent involvement from the perspective of the constitution. It then explores the appropriateness of relevant regulations. It eventually provides suggestions for improving regulations related to parent involvement in school affairs.