| Summary: | 碩士 === 國立臺中教育大學 === 國民教育研究所 === 94 === This case study adopted a qualitative research method in an elementary school in Taichung City. The study was based on interviews, observations and document analysis to discuss the dimensions of organizational inertia, the situations of organizational autonomous adaptation of the school, the influential factors in the organizational inertia and organizational autonomous adaptation, as well as the feasible strategies to promote the school development.
According to the analysis and the discussion of the results, the conclusions were as follows:
I. The organizational inertia of the case school exists in four dimensions, such as management, culture, structures, and procedures.
1. The case school uses the steady management patterns of continuing the old examples. Although it forms the inertia, it is helpful to maintain the stability and efficiency.
2. The case school is filled with a conservative culture, which affects the members’ points of view and their thoughts. Therefore, it creates an atmosphere of refusing to change.
3. The case school is restricted in the structures of the organizational levels and work duties. The inflexible forms and the stereotyped mentality usually result in the lack of flexibility when the school is dealing with the problems.
4. The case school adopts fixed and patterned procedures, which cause the inefficiency and the limitation of thoughts.
II. The situation of the organizational autonomous adaptation of the case school presents in five parts, such as clarifying the goals, promoting professional accomplishments, encouraging change, facilitating the communication mechanism, and estimating the effect.
1. The members of the case school realize the external and internal pressures, which stimulated a demand of change and clarified the school goals.
2. By way of promoting teachers’ professional accomplishments, it is a favorable base
of the school reforms.
3. The atmosphere of adaptation among the case school encourages the members to change positively.
4. The interior harmony and the mutual respect facilitate the communication mechanism, and they help to solve the problem effectively.
5. The case school values the effect of estimate as well as the inspiration of the morale, which leads to a successful experience smoothly.
III. The influential factors in organizational inertia and organizational autonomous adaptation of the case school are as follows:
1. The influential factors in organizational inertia include the hidden trait of inertia that is disguised by the long history of the school, the invisible traditions that are followed for a long period of time, and the conservative attitude and the stereotyped mentality.
2. The influential factors in organizational autonomous adaptation include the effect caused by the structural change of the staff, the adjustment made in reaction to the curriculum reform policies, the decreasing numbers of enrollment due to the declining of the district, as well as the challenges resulted from the parents’ involvement in the school affairs.
IV. The feasible strategies to promote the case school development divide into two parts, one is to avoid organizational inertia, the other is to strengthen the organizational autonomous adaptation.
1. To avoid organizational inertia, there are feasible strategies. The first one is the reflection of the traditional values to avoid the conservative thoughts. Secondly, school members should be clearly informed of the future changes so as to lower their anxiety. Thirdly, the informal work arrangement, and the turn taking of the duties can break the limit of the overly fixed organizational structures. Lastly, the reception of public opinions will encourage teachers to get more involved in the decision making of the school affairs.
2. To strengthen the organizational autonomous adaptation, the strategies include setting the goals of the entire school development to lead the actions, making emphasis on the importance of members’ participation and the sharing of experiences, the properness of work assignment, encouragement of continuous learning and sharing, and continuing to review and improve the effect of the steady reforms.
Finally, based on those findings, some implications were suggested for the authorities concerned, the case school and the follow-up studies as well.
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