本研究是以政策網絡的觀點，探究我國精進國民中小學教師教學專業與課程品質計畫的推動。精進計畫是我國教育政策推動落實的執行計畫，透過對於在職教師專業發展支持系統的組織運作，達到精進在職教師教學和學生有效學習的目標。本研究針對精進計畫的發展歷程、組織架構、運作和計畫推動的困難等面向進行檢視，藉由政策網絡觀點來觀察精進計畫網絡行動者之間互動關係與影響計畫推動落實的情況與困難，進而找到提升在職教師專業發展更有效的建議與合宜的政策工具。研究採取訪談法、文件分析法及網絡分析，總共訪談29位中央、地方與學校的行動者，分析20份相關文件與ENA（Epistemic Network Analysis）進行網絡關係運算31份問卷資料，並加以研究與討論後，得到以下結果：
一、精進計畫透過輔導團、輔導諮詢委員和到校專家學者專業支持，發展歷程可以分成三期：九年一貫課程期（2006－2011）、十二年國民教育期（2012年－2017）與108課綱期（2018－迄今）。
二、精進計畫組織架構分為中央、地方與學校。中央政策規劃、地方協作與推動，中央行動者以「政策決策」、「委辦」、「規劃」、「地方協作」、「諮詢」和「回饋」等建構推動架構與相互關係；地方特色規劃、學校協作與推動，地方行動者以「中央協作」、「規劃」、「溝通」、「組織」、「學校協作」和「執行」建構推動架構與相互關係；學校校訂規劃與落實，學校行動者以「地方協作」、「整合」、「溝通」、「執行」和「參與地方運作」建構推動架構與相互關係。
三、精進計畫推動的困難有政策變動、系統架構、組織推動、資源整合和區域差異等五個部分。
四、精進計畫從教育政策網絡觀點的四個重要面向：（一）決策過程民主化且參與者多元參與；（二）決策強化與行動者的溝通和協調；（三）計畫的推動和執行仰賴跨系統、合作或是協作達成共享的理解；（四）強化教育政策資源整合與教育政策回應性提升教育政策品質。
五、透過網絡的分析得知：（ㄧ）地方行動者在精進計畫中扮演重要的網絡連結關係；（二）發現地方行動者在教師專業發展指標上的關注較為全面，中央關注深化教學成效而學校關注成果檢核，顯示出檢核系統的斷裂；（三）中央行動者主要是地方的執行與互動連結，對於學校的執行和互動幾乎沒有，學校行動者則以學校為主，與地方在計畫執行和與行動者的互動關聯的程度相當高。
六、對於精進計畫推動的建議：
（一）對於中央的建議：1. 政策制定與決策應建立穩定且完善的制度。2. 應統合國中小到高中學習階段課程發展脈絡延續性。3. 組織推動、輔導團專業支持和檢核機制三軌並行。4. 建立專職人員培育機制。
（二）對於地方縣市政府的建議：1. 重視地方縣市特色發展與區域差異。2. 建立偏遠地區和小型學校課程與教學發展機制。3. 提升教師對於政策認同度與計畫參與度。
（三）對於學校的建議：1. 校長應為行政和課程與教學領導者並整合資源支持教師專業發展。2. 學校應有特色發展結合教師專業發展系統規劃。
本研究根據研究結果，提出相關建議提供我國在職教師專業發展支持系統之後推動作為參考。

This study investigated the implementation of Taiwan’s Enhancement Program for Enhancing the Teaching Professionalism and Curriculum Quality of Elementary and Junior High School Teachers from a policy network perspective. The Enhancement Program serves as an operational framework for national education policy, aiming to improve in-service teachers’ instructional practices and promote effective student learning by establishing a structured professional development support system.
This research examined the program’s development process, organizational structure, operations, and the challenges in its implementation. Through the lens of policy networks, it explored the interactions among network actors within the Enhancement Program, identifying the ways these interactions influenced the implementation process and its associated difficulties. The study aimed to propose effective recommendations and appropriate policy tools to further improve professional development for in-service teachers.
This study employed interviews, document analysis, and network analysis as its methodology. A total of 29 actors from the central, local, and school levels were interviewed. Additionally, the study analyzed 20 relevant documents and used Epistemic Network Analysis (ENA) to calculate the network relationships from 31 sets of survey data. Based on the research and analysis, the study yielded the following findings:
1. The Enhancement Program developed through professional support from guidance teams, advisory committee members, and on-campus experts and scholars. Its development process could be divided into three phases: the Grade 1-9 Curriculum phase (2006–2011), the 12Year Basic Education phase (2012–2017), and the 108 Curriculum Guidelines (2018–present).
2. The organizational structure of the Enhancement Program was divided into central, local, and school levels. The central level focused on policy planning, local collaboration, and promotion. Central actors constructed the promotion structure and interactions through "policy decision-making," "commissioning," "planning," "local collaboration," "consultation," and "feedback." Local actors engaged in local planning, school collaboration, and implementation, constructing the promotion structure and interactions through "central collaboration," "planning," "communication," "organization," "school collaboration," and "execution." School-level actors were responsible for planning and implementing school-based actions, building the structure and relationships through "local collaboration," "integration," "communication," "execution," and "participation in local operations.
3. The challenges in promoting the Enhancement Program included five aspects: policy changes, system structure, organizational promotion, resource integration, and regional disparities.
4. From the perspective of the education policy network, the Enhancement Program encompassed four key dimensions:
(1) Democratization of the decision-making process and diverse stakeholder participation.
(2) Strengthening communication and coordination among decision-makers and actors.
(3) Promotion and implementation of the program relied on cross-system cooperation and collaboration to achieve shared understanding.
(4) Strengthening the integration of educational policy resources and enhancing the responsiveness of educational policies to improve quality.
5. Network analysis revealed the following:
(1) Local actors played a key role in network connections within the Enhancement Program.
(2) Local actors demonstrated more comprehensive concern for teacher professional development indicators, while central actors focused more on teaching effectiveness, and schools emphasized performance evaluation—this indicated a disconnect in the evaluation system.
(3) Central actors were primarily linked to local actors for execution and interaction, with minimal direct connection to schools. School actors focused mainly on internal school matters and maintained strong interaction with local actors in both implementation and collaboration.
6. Recommendations for promoting the Enhancement Program implementation include:
(1) For the central government:
Policy formulation and decision-making should be based on a stable and well-established system. The curriculum development continuity from elementary and junior high to senior high school should be integrated. The organizational promotion, professional support from guidance teams, and evaluation mechanisms should operate concurrently. A mechanism for training full-time personnel should be established.
(2) For local governments:
Local characteristics and regional differences should be emphasized. Mechanisms should be established to support curriculum and teaching development in remote areas and small schools. Teacher’s recognition of policies and participation in the program should be enhanced.
(3) For schools:
Principals should serve as leaders in both administration and curriculum and instruction, integrating resources to support teacher professional development. Schools should develop distinctive features aligned with a systematic plan for teacher professional development.
Based on the research findings, this study proposed relevant recommendations as references for the continued promotion of in-service teacher professional development support systems in Taiwan.