Development of School Management to Facilitate Autonomy of School and Collaboration with Community and Parents

本研究结果由三部分组成。分别是：1)学校组织与管理改革趋势分析；2)学校组织现状与问题实证研究；3)学校组织发展性研究（学校组织发展性研究）。从实证研究中，发现了以下结果：结果表明：1)教师的孤立（“孤立”）增加了教师的学校教学困难，2)“孤立”抑制了教师的学校水平改进取向，3)与教师的合作（“合作”）和对教师的控制（“控制”）降低了教师的学校水平改进取向，4)“合作”的效果大于“控制”，5)“合作”降低了教师的学校教学困难。6)教师对家长对学校态度的积极看法与“合作”相关。这些结果表明了学校中“孤立”现象日益严重的问题以及实现“协作”的重要性。学校组织发展研究旨在发展促进学校协作决策的方法。在教师自我改进过程模型的基础上，设计了学校协作过程模型。学校组织发展计划的主要组成部分是：1)通过组织努力来交流和分享学生和学校教学的事实；2)改善教师互动的质量和模式；3)建立一个团队来促进学校内部的协作过程。该项目在一所小型小学和一所大型小学进行。在这两种情况下，随着学校接受并实施该计划，教师之间的合作得到了加强。从这些结果证实，该方案是有效的和有用的方法，学校组织发展。

The results of this study consisted of three parts. These are 1)analysis of reformation trends of school organization and management, 2)empirical studies of current status and problems in school organization, and 3)developmental studies of school organization (school organization development study). From empirical studies, the following results were found out. These were 1)teachers' isolation ('isolation') increased teachers' difficulties of school teaching, 2)'isolation' suppressed teachers' orientation toward school-level improvement, 3)collaboration with teachers ('collaboration') and control over teachers ('control') decreased the orientation toward school-level improvement, 4)the effects of 'collaboration' were greater than 'control', 5)'collaboration' decreased teachers' difficulties of school teaching, and 6)teachers' positive view of parents' attitudes towards school correlated with 'collaboration'. These results showed problems of increasing 'isolation' and the importance to realize 'collaboration' in schools. School organization development study was aimed at developing methodology to facilitate collaborative decision making in schools. Based on teacher's self-directed improvement process model, collaborative process model in schools was designed. Main components of school organization development program were 1)making organizational efforts to communicate and share the facts of pupils and school teaching, 2)improvement of quality and pattern of teachers' interaction, and 3)making a team to facilitate to collaborative process within schools. The program was carried out in a small-size and a large-size elementary schools. In both cases, as schools accepted and implemented the program, collaboration among teachers was increased. From these results, it was confirmed that the program was effective and useful as methodology of school organization development.