| Project/Area Number |
20530734
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Naruto University of Education |
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Principal Investigator |
SAKO Hidekazu Naruto University of Education, 大学院・学校教育研究科, 教授 (30153969)
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| Co-Investigator(Kenkyū-buntansha) |
KUGA NAOTO 鳴門教育大学, 大学院・学校教育研究科, 准教授 (20452659)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2009: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2008: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | 学校経営 / 学校組織 / 組織開発 / 協働 / 学校管理職 / 学校組織開発 / 学校管理職研修 / 学校評価 / 学校改善 |
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| Research Abstract |
(1) Theory construction of organizational development of school
(1) Systematization of findings about organizational development theory of school We tried to organize and codify findings of action researches about organizational development of school and found three types of organizational development practices (typeI～III).
(2) Formulation of progressive procedures for organizational development of school Based on findings of action research, we formalized progressive procedures for organizational development were formalized.
(3) Formulation of practical procedures to structure wide range of school activities based on substantive problems of the school From findings of action research, we formalized practical procedures to structure wide range of school activities based on finding substantive problems of the school.
(2) Development of teachers' training program based on the organizational development theory of school
Based on findings of organizational development theory and its practice, training program for school management were developed. This program was developed under collaboration with local school boards. Main components of the program were a) finding problems of the school, and b) organizing of teachers' activities to solve the problems.
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