本研究旨在探討家長會運作對校長領導策略、學校行政團隊與學校效能之影響，並重新理解家長會在公立國中治理中的教育價值。研究以基隆市一所公立國中為個案，採質性個案研究設計，透過半結構式訪談蒐集校長、行政人員、家長會長與資深教師等關鍵參與者之觀點，並輔以家長會支出概算、升學統計、學生人數變化及相關文件資料，進行主題分析與多元資料交叉檢證。
研究發現，家長會並非單純的經費提供者或活動支援者，而是在信任、透明與專業分際基礎上，逐漸成為學校治理中的支持型夥伴。首先，家長會透過資源動員、溝通協調與正當性支持，引導校長領導由單向行政管理轉向整合協作型領導。其次，學校行政團隊是家長會資源轉化為校務成果的關鍵中介，須透過需求盤點、任務分工、資源媒合與執行回饋，使外部支持制度化地導入學校運作。再者，家長會透過資源補充、治理參與、學習支持、文化凝聚與公平補強等機制，累積學生學習、行政運作、學校文化與教育公平等層面的學校效能。
本研究指出，成熟的家校合作並非以家長會取代學校專業，而是透過制度化、公共性與學生中心的協作，使家長會成為公立學校治理網絡中的重要行動者。此一發現有助於突破家長會被簡化為「捐款」或「干預」的刻板理解，並可為少子化與教育選擇競爭下之公立國中經營提供實務參考。

This study explores the influence of the School Parents’ Association on principal leadership strategies, the school administrative team, and school effectiveness, while reexamining its educational value in the governance of public junior high schools. Using a public junior high school in Keelung City as a case, this study adopts a qualitative case study design. Data were collected through semi-structured interviews with key participants, including the principal, administrative staff, the president of the School Parents’ Association, and senior teachers. Supplementary data, such as budgetary records of the association, admission statistics, student enrollment trends, and related school documents, were also analyzed through thematic analysis and triangulation.
The findings indicate that the School Parents’ Association is not merely a source of funding or activity support. Rather, when built upon trust, transparency, and respect for professional boundaries, it gradually becomes a supportive partner in school governance. First, through resource mobilization, communication coordination, and legitimacy support, the association encourages the principal’s leadership to shift from one-way administrative management toward integrated and collaborative leadership. Second, the school administrative team serves as the key mediator that transforms parental resources into concrete school outcomes. Through needs assessment, task allocation, resource matching, and implementation feedback, external support can be systematically incorporated into school operations. Third, the association contributes to school effectiveness through mechanisms of resource supplementation, governance participation, learning support, cultural cohesion, and equity enhancement, thereby strengthening student learning opportunities, administrative transparency, school culture, and educational fairness.
This study suggests that mature school-family collaboration does not mean replacing school professionalism with parental participation. Instead, it requires institutionalized, public-oriented, and student-centered cooperation, through which the School Parents’ Association becomes an important actor in the governance network of public schools. These findings help move beyond the stereotypical view of parents’ associations as either “donors” or “interveners” and provide practical implications for the management of public junior high schools amid declining birth rates and increasing educational choice.

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