| Summary: | 博士 === 國立臺南大學 === 教育經營與管理研究所 === 95 === The main purpose of this research is to explore the implication of organizational change in elementary schools, related theories and special properties, and the cognition and response of organizational change situations of school teachers and administration staff during organizational change of elementary school. Then they are based to analyze the power bases of and power operation between administration staff and teachers during organizational change. In this research, case study is made to an elementary school undergoing organizational change. Data are collected through participative observation, interview, document analysis and questionnaire investigation to find out the characteristics of organizational change of elementary school in the case and the power operation between teachers and administration staff during the organizational change. The main conclusion arrived includes the following:
1. The subjected school underwent changes under the circumstances of its recession of organization and competition with neighboring schools. However, the change was not made under environment of incomplete open system. What the school was after in the organizational change were identification, and improving instruction results and boost the learning of students are the main purposes.
2. The content of organizational change of the subject school includes structural change, staffing change, technical change, duty and responsibility change and changes in environment and equipment. Content of these changes includes two sub-communities of teachers and administration staff.
3. The formation and decision of change has two directions. One of them is top-down administration system jurisdiction and the other one is consensus of participants from bottom up. Most members of the subject school believe that the organizational change is directed by the policy and directives of upper level in education administration echelon. Between the administration policy and opinion of participants, principal of the subject school is not totally the initiator and programmer of the change, yet, the principal is still the utmost key person.
4. The administration staff (section head) demonstrates proactive undertaking in meeting the work for the organizational change, and believe that the works in organizational change are within their job scope. However, there are still some believe that it is an extra given work and the subordinate shall follow the instruction of the superior and shall carry out the instruction as it is inherent job.
5. The administration staff (section head) has downward understanding and upward reflecting in handling the response of school teachers toward the organizational change, and the practices reflecting face to face or privately, gaining the understanding of teacher toward changes through personal connections, passing the disagreement to the superior for handling and retreat when facing different opinion to changes, which is rather passive.
6. In the subject school, teachers have positive interpretation to school organizational change. In personal level, some changes make the job easier and some offer teachers with wider access to resources. In organization level, certain changes of the school offer educational value. Most of teachers of the subject school believe that organizational change of the school brought convenience to the work and hence gave them positive appraisal.
7. In the subject school, teachers have negative interpretation of change in school organization. In personal level, certain changes increased the workload of teachers, certain changes impact working manner of teachers and certain changes cause unspecific or uncertainty to teachers. In the level of organization, certain changes have merely nominal value, some of the changes are regarded by teachers as philosophically unsupported. Most of the teachers of subject school took that the organizational change of the school brought heavier workload and hence appraised negatively.
8. During the organizational change of the subject school, operations of administration power may be in the way of affecting teachers through administration procedure, dominating the procedure of important meeting of school, promoting and interpreting changes, mild pressurizing, adjustment equipment and / or space available, arranging the working hours of school and teachers, consulting and joint decision.
9. During the organizational change of the subject school, teachers are assuming the roles and image given by society. The work of change carried power, and the position where teachers located has carried power, too. During process of democracy, individual teacher’s opinion submerged in the decisions of school organizational change. These factors put the teachers to prone to accept the changed orders.
10. During the organizational change of the subject school, the operation manners of power of teachers include: Attending important meeting, making proposition and voting, influencing change through teachers organization or opinion leader, resisting and non-cooperating, expressing different opinion in open meeting, personal suggestion of teachers, uniting front and joining forces.
11.In the diversified views of the organizational change of subject school, it enhances the political activities of teachers and the uncertainty in organizational change boost mutual reliance of administration staff and teachers. The power operations have expressed conflict in workload, job scope and teaching interests. In the diversified value of schools, many of the values of changes are not supported by teachers and cannot be substantiated. Teachers are like citizen of the school and the organizational change of school is like social reformation, there are group differences and the operation of power is implied with the bias in scope of administration, size of group and personal background.
12.During the process of organizational change of subject school, the administration power base comes from: meeting procedure subjects to control of administration staff, teachers need the equipment and resources managed by administration staff, teachers need the information of school change controlled by administration staff, teachers put weight on the personal relationship with administration staff, teachers prefer harmony and do not want to be trouble makers and teachers needs administration reward. In acting against teachers, administration staff may respond in certain aspects, including: administration staff dominating information and resources within their jurisdiction, the environment and matters handled by administration staff is likely to related to the person, matter and objects regarded highly by teachers and generally changes makes the administration staff to possess more complete ration and power.
13. During the process or organizational change of the subject school, the power base of teachers comes from: statutory right in attending meeting and the effect of resolution of such meeting, teachers representing students and parents, teachers has the advantage of majority in creating consensus in influencing changes, changes need information provided by teachers, the assistance from the experience of teachers and the professional independency of teacher in performing their jobs. Teachers stand against administration staff in certain aspects, which include the power of the official right of teachers based on their duty, collective forces of teachers’ organization, the professional independency of teachers, teachers are easy to related to the person, matters or object administration staff attached with importance, in the professional aspect or in the opinion of students’ parents, teachers have more complete ration and power.
Based on the conclusion of the research as above, the following suggestions are proposed:
1. For teachers: Teachers shall add teaching capacity in the specific field of school change and find and understand the needs of students and parents. Also, teachers shall skip the traditional human relation bond and retrospect the changes to promote democracy in campus.
2. For school administration unit: It is recommendable to create wider public dialogue domain in campus so that teachers may be able to express their opinion toward changes. The changes brought to the school shall accommodate diversified views, which shall cover educational value, increase convenience on the job and offer chances for teacher to gain. Change shall avoid adding burden to teachers and superficial changes. It is advisable to minimize impact on the habits of teachers so as to reduce their uncertainty. During the process of change, school shall have sound knowledge of the passive view and mindset of staff heads and try to encourage them to face change positively. Changes in school shall have been field verified by teachers to be rooted, and administration staff shall increase professional ability in ordinary change in school, well informed of the changes and assist teachers in implementing changes.
3. For education administration agency: Creating open system for schools so that the schools may survive and develop independently and offer school with autonomous change and give schools dominant position in changes.
4. For subsequent research: See and study organizational change in the political science view and give added attention to the issue involved with personal feeling and study the relationships among many variables in quantify manner.
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