家校共治视角下教师惩戒权的配置与边界

A Home-School Co-Governance Perspective on the Allocation and Boundaries of Teachers’ Disciplinary Authority

摘要: 随着2022年《中华人民共和国家庭教育促进法》的正式实施，传统的“国家–学校–学生”三元教育权力结构被重塑，家庭作为法定教育主体的地位得到前所未有的强化。这为我们重新审视教师惩戒权的法理基础、配置逻辑与运行边界提供了关键的规范契机。本文旨在超越以往研究中将教师惩戒权置于“国家权力–学生权利”二元对立框架的局限，引入“父母教育权”这一核心变量，构建家校共治的分析视阈。本文的基本论点是：教师惩戒权并非源于父母教育权的私法让渡或委托代理，而是国家基于教育主权，通过法律和学校组织体系对具备专业资质的教师进行的“组织性授权”，是一种发生于教育场域内部、兼具职务性、专业性与公共性的特殊公权力或准公权力。然而，这项公权力的教育功能欲达致理想效果，离不开父母作为法定监护人与首要教育责任人的理性参与和协同配合。家长的参与并非对惩戒行为的共同决策，而是一种基于法定义务的知情、建议、配合与监督。本文将从权力本源、配置逻辑、程序纽带和制度互嵌四个维度，系统阐述在家校共治的新格局下，如何以学生最佳利益为最高原则，厘清教师惩戒权与父母教育权的边界，确保教师专业裁量权的独立性，同时构建功能耦合、责任共契的协同育人新秩序。

Abstract: With the formal implementation of the Family Education Promotion Law of the People’s Republic of China in 2022, the traditional tripartite structure of educational authority involving the “state, school, and student” has been reshaped, and the status of the family as a legally recognized subject of education has been strengthened to an unprecedented degree. This development provides a crucial normative opportunity to re-examine the jurisprudential foundation, allocation logic, and operational boundaries of teachers’ disciplinary authority. This article seeks to move beyond the limitations of previous studies that have situated teachers’ disciplinary authority within a binary framework of “state power versus students’ rights”. By introducing “parental educational rights” as a core variable, it constructs an analytical perspective grounded in home-school co-governance. The central argument of this article is that teachers’ disciplinary authority does not derive from a private-law transfer or agency delegation of parental educational rights; rather, it is an “organizational authorization” granted by the state, on the basis of educational sovereignty and through law, to professionally qualified teachers. In essence, it constitutes the exercise of public power. Nevertheless, for this public power to achieve its intended educational function, it depends on the rational participation and coordinated cooperation of parents as legal guardians and primary bearers of educational responsibility. Parental participation is not a matter of joint decision-making in disciplinary actions, but rather takes the form of awareness, advice, cooperation, and supervision grounded in statutory obligations. From four dimensions—the source of power, the logic of allocation, procedural linkages, and institutional embeddedness—this article systematically elaborates how, under the new pattern of home-school co-governance, the boundaries between teachers’ disciplinary authority and parental educational rights can be clarified, the independence of teachers’ professional discretion can be ensured, and a new collaborative educational order characterized by functional coupling and shared responsibility can be established.