In the 1980s, America has experienced two waves of education reform. People gradually realized that teachers are the real protagonists of the reform. To counter the top-down style of school management which has hindered the reform, teachers were granted more autonomy to improve their teaching practices and promote the development of school quality. Teacher empowerment was proposed during that period. Based on the development of China’s education and education regulations, this study explores the status quo of teacher empowerment at elementary and junior high schools the basic education level in China. Theory is based on criticism and participatory management model. The main purpose is to see teacher empowerment as a tool, to achieve democratic participatory management and enable teachers to receive greater enthusiasm and autonomy in their work, in order to help them do their job better. Research method applied in this study is in-depth qualitative interviews. Samples include 15 teachers from 7 junior high schools and 8 elementary schools in Beijing. Findings of this study include the following: 1. Teachers obtained the highest degree of recognition in the professional development. 2. Teachers feel that their teaching autonomy is limited. 3. Teachers are less/not involved in school decision-making and have limited influence on their own professional status. Based on the teacher empowerment in existing conditions, the research makes the following policy recommendations: 1. Schools should encourage innovative teaching. 2. Teachers can choose textbook which is the most suitable for the students. 3. Lectures in school should be diversified and professional. 4. Non-English teachers should be given the opportunity to go overseas for exchange of learning. 5. Leadership becomes the democratic leadership. 6. Reduce the pressure on teachers. 7. Teachers should be offered the opportunity and have right to make decisions in school meetings, which covers personnel appointment and removal, salary plan, educational appropriations. 8. The evaluation criteria of the teachers should be changed.

20 世紀 80 年代，美國經歷了兩次教育改革浪潮，人們逐漸從失敗中意 識到，教師才是改革的真正主體。自上而下的管理模式已阻礙改革前進的 道路，教師被要求獲得更多的自主權，由執行者轉為主導者角色，進而有 效地提高教學水平，推動學校發展建設。教師的“賦權增能”就在此刻被 提出。然而，這一源於西方的概念在本文中，依據我國教育發展需要及教 育法規所保護，理論基於馬克思意識批判、異化理論，以及參與性管理， 用以瞭解我國各中小學校實施之現況。其目的為通過開展民主參與型管 理，讓教師在工作中獲得更大的積極性，從而更好的完成工作。 本文採用質性訪談方法，對北京地區 15 所中小學校的 15 位教師進行 深度訪談。經文獻及實證分析后，所得發現如下： 1.中小學教師在專業成長權方面，獲得最高的認可度； 2.中小學教師感到其教學自主權受限； 3.中小學教師獲得較少/沒有參與校務決策權、專業地位與影響力。 基於學校現行教師賦權增能狀況，提出以下意見： 1.學校應多鼓勵教師教學創新； 2.學校選擇教科書應徵求教師之意見； 3.學校舉辦的講座應多元化、專業化； 4.學校應組織非英語專業教師出國交流學習； 5.領導成為民主性的領導； 6.減少教師的工作負擔； 7.學校應提供給教師，參與涉及人事任免、工資方案、教育經費等制 度的校務會議機會，並有權做出決策； 8.學校應改變評定老師的方式。