民主化是一種政治容納，將以往被排除的群體納入政治體制。隨著台灣的政治民主化，市民社會與國家的連結形態也產生了重大的改變。本研究以利益組織中介的角度，探討台灣教師組織的歷史雙邊。在1995年教師法通過之前，教師組織是屬於高度限制與低度疏導的壓制領域，而不是一般所認為的國家統合主義。在1995年之後，學校、地方、全國教師會獲得法源依據。相對於以往的教育會，教師會獲得了較多的疏導，尤其是團結權利的保障，以及較少的限制，因此是比較接近統合主義的狀態。促成這種變遷的動力是源自於八○年代的教師人權運動，他們的成功政治動員迫使政府官員接受更自由化的制度設計。本研究也進一步指出，教師會本身是不穩定，因為教師獲得更有利的組織條件，更有能力要求解除既有的限制。 Democratization is a process of political inclusion, especially for those hitherto excluded groups. In Taiwan's democratization, significant changes take place in the linkage between state and civil society. This paper studies the historical change of Taiwan teachers' organizations from the perspective of intermediation of state and interest groups. Before the 1995 Teacher Act. schoolteachers were repressed in the sense that their organization were little channeled but highly constrained. This fact flied in the face of the predominant view which took the teachers' organizations before the lifting of martial law as an example of state corporatism. After 1995, school、local and national levels of Teac hers' Associations were legalized. Compared to the previous situation, Teachers' Associations were closer to the corporatist model in that they were less constrained while more channeled. The fact the 1995 Teac her Act was a compromise between teachers' human right movement and conservative government meant this modus vivendi was not stable in the first place. With a more liberalized regime, schoolteachers were able to mount a more powerful campaign to lift existing constraints.
