校園霸凌防制準則修法歷程研究-以多元流程模式觀點分析

Abstract

本研究採納Kingdon多元流程模式為分析視角，深入探討臺灣於109年至113年間《校園霸凌防制準則》第三次修正的政策變遷歷程。本研究運用文件分析法與深度訪談法，旨在剖析此一複雜教育政策形成背後的動態因素。研究發現，「問題流」主要藉由指標性焦點事件、數據指標及實務現場反饋而形成，成功將校園霸凌議題推上政策議程。在「政策流」中，由各方利害關係人組成的政策共同體，歷經密集的協商、角力與妥協，逐步形塑出具可行性的備選方案。而「政治流」則因重大校園安全事件觸發的國民情緒、總統大選的政治氛圍及利益團體的動員，對政策議程的優先序與時程產生了關鍵性影響。本研究進一步指出，修法歷程的驅動核心，在於「教師專業自主」與「學生權益保障」兩大核心價值的碰撞，最後促成兼顧外部監督與專業自主的「混合式」治理模式。行政機關在此過程中扮演「政策企業家」角色，成功耦合三流，開啟「政策之窗」，完成修法。此外，本研究亦建構「流程—行動者」互動模型，解析各利益團體在三流中的策略與角色，並透過「流程—事件性質」分析，闡明「師對生」與「生對生」霸凌事件因其權力結構本質的差異，如何在政策過程中引發不同的動態與結果。Employing Kingdon's Multiple Streams Framework, this dissertation analyzes the legislative process of the third amendment to Taiwan's Regulations for Preventing and Handling School Bullying between 2020 and 2024. Through document analysis and in-depth interviews, this research investigates the dynamic factors underlying the formation of this complex educational policy. The findings reveal that the problem stream was activated by focusing events, statistical indicators, and practitioner feedback, successfully elevating the issue of campus bullying onto the policy agenda. Within the policy stream, a policy community of diverse stakeholders formulated viable alternatives through an intensive process of negotiation, contestation, and compromise. The political stream—shaped by national sentiment following major campus security incidents, the political climate of a presidential election, and interest group mobilization—critically influenced the agenda's priority and timeline. This study further argues that the core driver of the reform was a fundamental collision between the core values of "teacher professional autonomy" and "student rights protection." This conflict culminated in a "hybrid" governance model designed to balance external oversight with professional autonomy. In this process, the government agency plays the role of a 'policy entrepreneur,' successfully coupling the three streams, opening the 'policy window,' and completing thelegislative revision. Finally, this research constructs two analytical models: a"stream-actor" interaction model to dissect the roles and strategies of interest groups within the three streams, and a "stream-event nature" analysis to illustrate how the inherent power structure differences between "teacher-on-student" and "student-on-student" bullying incidents triggered distinct policy dynamics and outcomes.