学校文化のエスノグラフイー : 高校校長のリーダー行動の分析を中心として(II 研究報告)

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概要

• 論文の詳細を見る

• This paper is intended as an investigation of the formative and change process of school culture. Generally, the concept of the school culture means frameworks of the recognition and way of thinking, which are co-owned by members of all schools. Recently, this concept has been seen as useful for changes of school organization. But, it is difficult to analyze this concept because of its ambiguousness and vagueness. Attention is thus confined to the "values" which are the core of the school culture. Today, the idea that sees leadership behavior as a value-ladden activity has arisen. Therefore, by considering the principal's leadership behavior, which interprets and changes these "values," I tried to describe the formative process of the school culture reflexively. The ethnographic approach was utilized as the research tool to describe the translating process and changing process of values by the principal. To address the above issues, a case study was conducted in one massive high school. In the case study, all actions of the principal are recorded. The value phenomenon of the principal's behavior that translates into the existing school culture and expresses the new one was considered. The formative and change processes of the school culture that were made clear by the case study are as follows : 1. The principal judged that the existing school culture had some problems because there are too many so-called "achievement-intended values", and this principal tried to express so-called "character-formation-intended values". 2. By action research, it was made clear that this principal uses a lot of time every day to talk with assistant principal or head officer. In this conversation, he represents some plans (eg. school trips abroad) that indicates his new school culture. 3. Over these plans, a conflict of values occurs between the principal and the staff. 4. At this point, the principal usually takes "top-down" leadership behaviors. Because he expects that the staff would change their consciousness of value by being forced to do some action. 5. He also takes emotional leadership behaviors that develop collaborative relationships. Therefore, the staff are gradually faced with the principal's values and finally accept them. That means change in the school culture.

• 日本教育行政学会の論文
• 1998-10-17

著者

• 大野 裕己

  九州大学大学院

関連論文

• 研究動向レビュー
• 学校経営環境の変化と学校経営理論の再構築(1) : 日本の学校経営理論の到達点と課題
• アメリカにおける学校と企業のパートナーシップに関する研究 : 学校と企業による「協働文化」の形成に焦点をあてて(平成9・10年度卒業論文・修士論文レジュメ)
• 学校文化のエスノグラフイー : 高校校長のリーダー行動の分析を中心として(II 研究報告)

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