This research aims at probing into the influences on teachers' estrangement of whole operation of private institutional framework of middle school of Macau. While studying, probe into the theoretical foundation about ' estrangement ' and ' the institutional framework of the school ' , in order to propose studying the structure, become the first step of the study, Work out ' the private institutional framework of middle school in Macao and teacher's working state questionnaire ' as the instrument becomes the second step of the study. Taking a sample at random, choose subjects are randomly selected. Put income in order, grade by materials finally, test with t and then, One-way ANOVA, Pearson' s product-moment correlation are employed to such as being relevant analyse to make a variation. This research is discovered importantly as follows: First, private middle school of Macau of the level of different schools, in the operation of formal institutional framework and unofficial institutional framework of the school, have difference nature. Among them the teacher has estrangement even more than the teacher of high school junior middle school, and has already reached the difference of the dominance very much. Second, private middle school level, Mr. of estrangement, with sex its, teach age and service seniority, take on post, wages,etc. factor different, and there is difference of showing; But and among the age, scale of marital status, education background, school, have not seen that there is difference of dominance. Third, in a situation that the institutional framework of the school tend towards specialization, standardization and formalization, teacher's estrangement is reduced thereupon, on the contrary, the bigger. Fourth, trend towards 'centralization ' in the institutional framework of the school, link up the joint variously, the teacher lacks the sense of participation, the teacher is in whole estrangement and 'powerlessness ' in every aspect, ' meaninglessness ',' normlessness ',' social isolation ', ' self-estrangement ' and ' estrangement not whole ' the getting the less more high either. Fifth, the degree of ' tradition ' of school institutional framework is the higher, experience the higher instead of every aspect in whole of ' teacher's estrangement '; On the contrary, it is the lower. Sixth, school, among the institutional framework,' Perceptual Measuer of Upward Communication ',' Perceptual Measuer of administration communicate ' and actual operation on ' Perceptual Measure of Staff's Help and Support ' get scores high, then the lower teacher's estrangement is; On the contrary, it is the higher. According to the conclusion of studying, originally research and propose the following suggestions, for the educational institution or the school headmaster to improve the reference of private secondary school education: First, increase the opening of the school system, solve and organize the traditional predicament, dispel estrangement. Second, strengthen leading the function of the private headmaster, make it promote the rationalization of institutional framework operation of the school by way of effective leading, strengthen the good communication of the headmaster and teacher, in order to remove the teacher's estrangement. Third, adjust teacher's post properly, expand a teacher to participate in. Fourth, expand private speciality, person of secondary school education, receive a training of and work, promote the innovation of school eduaction. Fifth, train teacher's aggressive work and is satisfied with the professional faith that the values and service devote. Key word : teacher's estrangement,institutional framework of middle school, powerlessness , meaninglessness, self-estrangement

本研究旨在探討本澳私立中學組織結構整體運作對教師疏離感之影 響。研究中，首先探討有關「疏離感」及「學校組織結構」之理論基礎及實徵硏究，據以提出研究架構:其次編制「澳門私立中學組織結構與教師工作狀況調查問卷」爲研究工具，以隨機取樣方式，選取私立中學。最後將所得資料加以整理、許分，再以t考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以分析。 本研究重要發現如下: 一、不同學校層級的澳門私立中學，在學校正式組織結構與非正式組織結構之運作上，具有差異性。其中初中教師較高中教師更具有疏離感，且已達極顯著性的差異。 二、私立中學教師疏離感之高低，随其性別、任教年資、擔任職務、薪資等因素之不同，而有顯著差異:但與年齡、婚姻狀況、教育背景、學校規模之間，則未見有顯著性的差異。 三、在學校組織結構愈趨於專門化、標準化及正式化的情况下，教師疏離感則隨之減小，反之，則愈大。 四、在學校組織結構愈趨「集中化」，溝通關節繁多，教師缺乏參與感，教師在整體疏離感及其各層面的「無力感」「無意義感」「無規範感」「社會孤立感」「自我疏隔感」及「整體疏離感」也愈高。 五、學校組織結構「傳統化」的程度愈高，則「教師疏離感」的整體與其各層面感受也憨高;反之，則愈低。 六、學校組織結構中，「向上溝通度」「行政溝通度」及「同事互助支持度」的實際運作得分愈高，則教師疏離感愈低:反之，則愈高。依據研究結論，本研究提出下列建議，以供教育行政機構或學校校 長改進私立中學教育的参考: 一、增加學校系統的開放性，解決組織傳統的困境，消除疏離感。 二、私立中學校長的領導功能理想化及人性化，使其以有效的領導方式促進學校組織結構運作的合理化，加強校長與教師的良好溝通，以解除教師之疏離感。 三、適當調整教師職務，擴大教師參與。 四、擴大私立中學教育人員專業進修工作。 五、培養教師主動積極的工作滿意價値觀與服務奉獻的專業信念。 關鍵詞:中學組織結構、教師疏離感、無力感、無意義感、自我疏隔感