The purpose of this study is to comprehensively investigate the labeling phenomenon within high schools, considering the perspectives of school administrators, teachers, and students. The research employed a multiple-nested case design, focusing on two distinct school cases characterized by differences in student recruitment, teacher composition, and administrative staff. Participants were selected using a purposive sampling method, and data collection involved conducting semi-structured interviews with eight students, twelve teachers, and four school administrators. The data analysis proceeded in two stages: first, an independent analysis of each case, followed by cross-case analyses and comparisons between the cases. The findings of this research illuminate several key points. Firstly, labeling is prevalent among individuals within the school environment. Secondly, labels are formulated based on socially distinctive characteristics, which manifest within the organizational context. Lastly, labels applied to students possess the potential to trigger self-fulfilling prophecies.

本研究的目的是从学校管理者、教师和学生的角度全面调查高中内部的标签现象。该研究采用了多重嵌套的案例设计，重点关注两个不同的学校案例，其特点是学生招生、教师构成和行政人员的差异。使用有目的抽样方法选择参与者，数据收集涉及对八名学生、十二名教师和四名学校管理人员进行半结构化访谈。数据分析分两个阶段进行：首先对每个案例进行独立分析，然后进行跨案例分析和案例之间的比较。这项研究的结果阐明了几个关键点。首先，标签在学校环境中的个人中很普遍。其次，标签是根据组织环境中体现的社会独特特征制定的。最后，给学生贴上的标签有可能引发自我实现的预言。