抄録
The purposes of this essay are (1)to clarify the characteristics in policies about reform of organization and management of public schools in Japan ("organizational reform policies"), (2)to analyze the problems and limitations of the policies from a perspective of organizational theory, and (3) to examine about an alternative principle to reform the organization and management. Three aspects of the policies are (1)the adoption of methods of private sector management into schools, (2) the introduction of school evaluation system, and (3) restructuring management organization of schools. The characteristics of these aspects are (1)to enhance centralization and stratification inside schools, and (2) to emphasize planning and result management. These characteristics contrast markedly with existing views of school organization such as loose-coupling theory. There may be the following problems with the policies. First, the image of school organization in policies does not meet complex organizational environments and task with which schools confront. Secondly, the policies lack considerations of actual conditions inside school organization. It is suggested that difficulties faced with school organization are increase of teachers' isolation and increase of difficulty for teachers to educate pupils. The policies are not responsible to these actual conditions of schools. Base on these actual conditions of school, it is necessary to make a concept of school organization and management in a different way from the policies. It is not a theory and practice of organization and management to constrain professional autonomy of teachers, but an alternative theory and practice of school organization and management to collaboratively facilitate and integrate autonomy.
