不適任教師的處理，是教育界長期的關注焦點。新修訂的教師法設置了新的不適任教師處理機制—校園事件處理會議（簡稱：校事會議）。由於該機制將長期擔負認定與決議處理不適任教師的重要任務，因此，如何確保其能順暢且有效運作，實為不適任教師處理議題上的重要課題。為了探討校事會議在運作上遇到的困境，本研究透過文件分析與訪談，探討校事會議在運作上的若干現象。本研究發現，當前校事會議運作的主要困境，源自於主管機關在資源配套的考量不夠，以及校事會議的組織能力尚嫌不足。為解決這兩個主要問題，本研究提出相應的主張與建議：1.主管機關應周全考量高級中等以下學校的校事會議資源不均現象，並考慮透過資源整合機制，確保資源分配上的均等。2.建立全國性的知識共享平台，搭配實體的培訓機制，更有效提升高級中等以下學校的校事會議組織能力，並消除相關成員在知識和經驗上的落差，確保高級中等以下學校在校事會議上都能根據較一致的不適任教師認定及處理決議準則來處理相關議題。

How to deal with incompetent teachers is a long-term focus of the education community. The newly revised Teacher’s Act has built a new mechanism for dealing with incompetent teachers— The Campus Incident Resolution Council, (also known as 校事會議). The mechanism will take on the important task of identifying and deciding to deal with incompetent teachers for a long time. Therefore, ensuring its effective operation is an important task for dealing with incompetent teachers. To explore the difficulties encountered by the school affairs conference, this study examined the operation of several Councils through document analysis and interviews. This study found that the fundamental problems of the Councils stem from the following causes: insufficient resources provided by the decision-making authorities, and the insufficient organizational capability of the Councils. To solve these two problems, this research proposed the following strategies: First, the competent authority should consider the issue of resource inequality across schools and ensure equal resource allocation through resource integration and an allocation mechanism. Secondly, the competent authority should establish a nationwide knowledge-sharing platform, coupled with on-site training programs to more effectively improve the organizational ability of the councils and eliminate the knowledge gap among members. This can effectively ensure that councils at all levels can deal with relevant issues based on consistent criteria for identifying and handling incompetent teachers.