Applying the Theory of Communicative Action by Habermas to the Practice Strategy of Elementary School Organization Reengineering

• Main Authors: Lee Chih-Hsien, 李智賢
• Other Authors: Chen Bea-Shain
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/71532200400837168335

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === The purpose of this study was to investigate current consciousness of elementary educators toward organization communication mode and practice strategy of school organization reengineering and to analyze the difficulties and solving strategies that possibly faced by the educators when practicing school organization reengineering. The investigation was based on literary analysis and questionnaire survey. Organization communication mode was inducted through literary analysis—”conversation situations”, “communicative competence”, “rational discussion”, “reflecting and judging”, “strategical action”, and practice strategies for school organization reengineering—“educational communication strategy”, “information integrating strategy”, “rational judging strategy”, “motivating strategy”, “goal setting strategy”, “situation setting strategy” that are beneficial and applicable to school reform. A conscious questionnaire was designed and the statistic analysis was carried out through questionnaire survey. Through stratified random sampling, the subjects of 900 people, including principals, administration staffs and teachers from 60 public elementary schools in Taipei County were selected. Questionnaire were administered to the selected subjects among returned questionnaires, 663 were valid, with a 73.67% valid percentage. The data obtained by questionnaire was analyzed by descriptive statistics, Pearson correlation analysis, one-way ANOVA, MANOVA and multiple enter regression, at α=.05 significant level. The study conclusions are as follows: 1.The whole and different dimensions of conscious organization communication mode of elementary educators were rated “high” in performance. To organization communication mode, “conversation situation” has the highest conscious; “reflecting and judging” has the lowest conscious. 2.Among personal variants and school situation variants, it showed significant difference on the whole of organization communication mode, whereas on the conscious of individual content, “gender, school history, organization reengineering or not” showed less significant difference. 3.The whole and different dimensions of conscious of elementary educators on practice strategy of school reengineering showed “high” performance. To the current situation of practice strategy for school reengineering, “goal setting strategy” has the highest conscious; “situation setting strategy” has the lowest conscious. 4.Among personal variants and school situation variants, “gender, age, highest education, seniority, current position, school scale, school location” showed significant difference on the whole practice strategy of school organization reengineering; whereas “school history, organization reengineering or not” showed less significant difference. 5.Conscious organization communication mode of elementary educators show affirmative relations to practice strategy of school organization reengineering (r=.810). 6.Conscious organization communication mode of elementary educators was rated mid high level toward the whole and different dimensions of practice strategy of school organization reengineering (with collective projective rate of 68.5%), particularly “strategical action” (with projective rate of 32.18%). It is the main prediction force. Recommendations for theoretical and practical implications are presented in the final report based on the above findings. 1.Suggestions to education administrations: （1）School organization reengineering should not focus only on the adjustment of structural hierarchy, but also on organization culture; and should be planned with the organization as a whole. （2）The training of the reserves of principals should focus on communication and negotiation skills to adapt to the needs for future reform. （3）Mid-size school is the ideal school design for the communication mode and the execution of practice strategy for organization reengineering. The size of schools should be adjusted. （4）Provide venues for advance in study and encourage educators to participate in professional certification to elevate professional capacity and to ensure the quality of the education. （5）Plan on the try out of Teacher Appraisal and Teacher Grading to promote professional growth of the teachers. （6）Take the initiative to subsidize aged schools for new information technology equipments to eliminate digital gap. （7）Perform case study on those schools that experimenting organizing reengineering and evaluate the effectiveness of practicing to obtain the optimal reform effectiveness. 2.Suggestions to school administrations: （1）Provide female educators opportunities to participate in school administration. Set up rotation systems for administration duties in school. （2）The school should build up ideal communication situations and start with purposeful negotiation strategy in order to adapt to the needs for school colleagues to participate in school administration. （3）Set up guiding system for new teachers by utilizing senior teachers’ hands-on experience for building school culture. （4）Encourage administration and teachers to participate in professional development to elevate personal ability in rational thoughts, reflecting and judging, and team communication. （5）The deeper the root of school culture is, the riper the rational discursive atmosphere will be in the school. （6）Inviting senior teachers to be administrative staffs will expand the influence of teaching and education reform. （7）Set up a complete school system and practice strategical action of school organization reengineering are helpful in carrying out practice strategy for school organization reengineering. 3.Suggestions to related future studies: （1）In the scope of study range, samples from private schools and schools in other counties can be included. （2）In the scope of study subjects, opinions from parents and other identities can be collected. （3）In the scope of study tools, evaluation items can be added or deleted according to the needs for actual study. （4）In the scope of study methods, both descriptive and quantitative methods can be adapted to live interviews.