| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 91 === A study on the relationship among the organizational inertia, autonomous adaptation and change effectiveness of schools
Abstract
The purpose of this research is to investigate the relationship among the organizational inertia, autonomous adaptation and change effectiveness of schools. Comprehensive high schools, transformed from vocational senior high schools, are taken as examples for exploring organizational change.
The research methodology is conducted by questionnaire and interviewing. There are totally 1,318 teachers randomly chosen out of 69 vocational senior high schools for the questionnaire survey samples. After the cluster analysis of the responsed data based on the above three primary variables, there are 6 principles whose schools’ “change effectiveness” and ” autonomous adaptation” are comparatively higher and “organizational inertia” is comparatively lower than other schools’ are purposely selected for interview.
The conclusions of this research are:
1. The intensity of organizational inertia for the vocational senior high schools which had been transformed into comprehensive high schools are slightly lower than the norm, but the “traditional performance” within organizational inertia, autonomous adaptation and change effectiveness are slightly higher than the norm.
2. Different backgrounds of teachers in these schools have different perception of conditions of organizational inertia, autonomous adaptation and change effectiveness of their own schools.
3. The autonomous adaptation and change effectiveness of those schools transformed into comprehensive high schools in 1999 are much lower than other schools transformed before and after 1999.
4. Those schools with higher organizational inertia would have lower autonomous adaptation and change effectiveness.
5.Those schools with higher autonomous adaptation would have higher change effectiveness.
6. The organizational inertia and autonomous adaptation are the predictable factors of change effectiveness of these schools and the “to set change assignment into action” within the predictable variables of autonomous adaptation is the most influential.
7. Under the impact of school size, organizational inertia and autonomous adaptation play a significant role of cause-result effect to the change effectiveness of these schools.
8. The reasons of transforming vocational senior high schools into comprehensive high schools are to follow the trend, adhere to policies and be out of the difficult situation, but some schools’ decision seems to be governed solely by temporary expediency.
9.It is the biggest resistant factor may exist that vocational teachers are concerned about that their rights and interests of giving lessons would be threatened, but it is not as serious as we generally anticipated.
10.It was their most important concern, to stabilize personnel matters and narrow the scale of change in the initial stage and then it increase stage by stage, when those schools with higher change effectiveness was planned to transform into comprehensive high schools, but this situation resulted in students'' restricted elasticity of taking elective courses.
11.Principles are the key roles to make a movement of transforming vocational senior high schools into comprehensive high schools, so their educational vision critically affected the prospect of their schools.
Based on the conclusions stated above, the researcher would like to propose the following recommendations:
1.Recommendations for the principles of vocational senior high schools undergoing organizational change:
(1) Principles should manage the organizational inertia of their own schools effectively and try to set up the path of organizational change and development in the changing environment.
(2) Principles should promote the autonomous adaptation of their own schools, in order to overcome the environmental change and pursue effective organizational change and development.
(3) Principles should adopt suitable models to carry out their schools’ organizational change according to the background of their own schools.
2.Recommendations for the educational administrative authorities in dealing with the policies of transforming vocational senior high schools into comprehensive high schools:
(1) Guidance and assistance from educational administrative authorities should be flexible in terms of different background for individual school.
(2) Strengthen the concept and outcomes of transforming into comprehensive high schools and provide consultation and guidance of transformation for vocational senior high schools.
(3) In order to penetrate the underlying different causes and provide the ground for evaluation and guidance, project investigation of the change effectiveness of transformed-into-comprehensive schools should be implemented based on their transformation in different school years.
(4) In examining the criteria and evaluating the effectiveness, it should take the different backgrounds of those vocational senior high schools into account.
(5) Raise the lower limit of numbers of courses programs to those schools which want to proceed to transact comprehensive high schools in order to increase students’ flexibility of taking elective courses according to their needs and aptitude.
(6) Increase the intervals of “the weighted subsidies for excellency” in order to encourage vocational senior high schools to enlarge their scale of transforming into comprehensive high schools.
In addition, some recommendations for future research are presented as well.
Keywords: organizational inertia, autonomous adaptation, change effectiveness
vocational senior high school, comprehensive high school, organizational change
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