學校變革能力之內涵及提昇途徑

The Meaning of School Change Capacity and the Ways to Promote It

10.7073/JNHTCA.200411.0001

謝文豪(Wen-Haur Shieh)

學校變革 ； 學校變革能力 ； school change ； school change capacity

花蓮師院學報（教育類）

19期（2004 / 11 / 01）

1 - 20

繁體中文

本文旨在探討學校變革能力之意義及內涵，並研提改進學校變革能力的途徑。探討方法為分析及歸納學者之相關論述及研究。全文內容共分為四部份，首先說明學校變革活動的特性；其次為探究學校變革能力之意義及內涵；再次則是依前兩部份之探究結果，說明提昇學校變革能力之途徑；最後則為結語。本文認為學校變革能力是學校組織推動實施學校變革的整體能力，由學校的組織層面因素及變革歷程因素綜合而成，主要的因素包括有學校文化、人員的變革概念架構、教師知能、學校結構、學校願景、領導方式、變革策略、變革工作意義感、組織學習及支持性情境。依學校變革能力的內涵，作者提出學校變革能力提昇的途徑，包括型塑成員的變革概念架構、激發成員參與學校變革工作的道德意識、建立靈活的組織結構、確立學校變革核心工作、提倡組織學習及賦予學校充分的自主性。在結語部份，本文說明了變革能力此一概念對學校變革實務的啟示，並對相關的研究提出建議。

The purpose of this article is to explore the meanings and components of school change capacity, based on the analysis results of school change literature. The article begins with an explanation of the nature of school change effort, followed by a discussion of the meanings and components of school change capacity. School change capacity is defined as a school-wide integrated capacity for implementing school change. The main components of school change capacity include school culture, teachers' conceptual framework of change, teachers' professional capacity, school structure, school vision, school leadership, teachers' sense-making of school change, organizational learning, and supportive context of change. Several approaches are recommended for promoting school change capacity, including shaping teachers' conceptual framework of change, arranging flexible structure, establishing a core work of school change effort, encouraging organizational learning, and empowering school with institutional autonomy. The article concluded with offering implications of the concept of school change capacity for school change practice and further research on school change capacity.

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