教育イノベーションと学校組織

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  • キョウイク イノベーション ト ガッコウ ソシキ

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The educational innovation study was succeeding to the tradition of the innovation diffusion study. The contribution of the rural sociology to the development of the diffusion study was great. Rural sociologists were interested in the individual adoption behaviour. In line with this tradition, the educational innovation study also took an individual teacher as an adoption unit of educational innovations. Teacher's innovativeness has been regarded as a major variable which determines his adoption behaviour. However, teachers can not be the independent adoption unit in schools. Organizational variables are needed to be taken into acount when the school innovative process is to be analized. It is a new trend for the diffsion study including the educational innovation study to focus on the more complicated adoption unit rather than on the simple adoption unit. A local community was selected as an adoption unit intead of an individual. Then educational organizations were also selected as the adoption units and analized. However, these organizational approach to the diffusion study had no special theoretical framework other than that of individual innovation process. The mechanisms illustrated by the Individual model were not available to the organizational innovation process. Because of the lack of theoretical framework, educational innovation reseachers could not but choose the case study method. Recently, although some experimental studies have been also conducted, the results seemed to be not satisfactory. In order to obtain the constructive results, it is more important to develop the the knowledge about educational organizations. In the end of this short summary, I would lik to enlist some of the characteristics of educational organizations which might influence the educational innovation process. They are as follows: 1) Unclearness and diffuseness of organizational goals, 2) Unselectivity and diversity of organizational inputs, 3) Looseness of role structure, 4) Lack of active informal communications, 5) Complexity of decision making process comming from the stratified structure of educational administration, 6) Vulnerability.

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