The Leaving of the Teacher from Sustained School Reform

—A Case Study of a Teacher who Initiated School Reform—

Abstract

This article clarifies the characteristics of sustained reform in individual schools by investigating two questions. First, in which ways does a teacher who initiated school reform leave the sustainable school reformation process at individual schools? Second, what kind of implications does he get from the experiences of having the partner teachers who had led the sustained reform with him leave the reform process?

Interviews with this individual indicate that the teacher left this sustained school reform process actively by always assuming the school's perspective and after being observed to be of low value and not being viewed with significance by the other teachers he built cultural collaboration with. Moreover, after the partner teachers left, he predicts and prevents the probability that the school will return to its former situation. This teacher keeps attempting to initiate school reform and is planning to build cultural collaboration with the other teachers to develop sustainable school reform. The characteristic of sustained school reform is the interaction between these two results.