本研究以自編「從不同族群代表性觀點析探客語生活學校實施成效調查問卷」，針對在南桃園101年度接受客委會補助之46所國民小學客語生活學校為研究對象，以客語生活學校之校長、教務主任、教學組長、擔任客語教學之教師等教育人員進行問卷調查，有效樣本為268人。另以立意抽樣將參與全國觀摩賽各項次累積得獎八次的學校列入深度訪談的對象，並採質化軟體MAXQDA進行分析。研究發現：一、客語生活學校執行滿意度：族群參與度以客籍團隊參與度明顯居高；客籍團隊對於客語生活學校的政策執行具有積極的執行力與高滿意度。二、客語生活學校執行成效：輔助學校特色發展；增加師生對客家文化的瞭解。三、族群的使命與認同是讓政策執行成功的關鍵：具有客籍身分之組員對闡揚客家文化具有使命感；具有客籍身分者更具文化傳承的感受性。最後，提出客家認同做為推展客家文化的基石以及研究建議。 The study of Hakka Language Life School Policy, based on survey questionnaire was specifically designed and disseminated to educational personnel such as principals, directors of Educational Affairs Division, section chiefs of Curriculum and Hakka teachers in the selected 46 government-funded language programs and had resulted in 286 valid samples. The author compiled statistics and analyzed the teaching effect through the questionnaire and with interviews. Besides, the study also interviewed the schools which gained 8 or more Teaching Excellence by purposive sampling and analyzed these interviews by MAXQDA. The finding showed that:1）executive satisfaction of the Hakka Language Life School Policy：Hakka team has the obvious high in participation；Hakka team has the positive behavior and the best executive satisfaction. 2）executive effects of the Hakka Language Life School Policy：to assist school characteristic development, to increase teachers and students understanding Hakka cultures. 3）The ethnical missions and identification were the keys to make the policy successful：Hakka people are more concerned about receptivity of inheritance in Hakka cultures. This study recommended that Hakka identification had the affection to the Hakka cultures, the Hakka cultures then carried out unobstructively.
