抄録
Adoption and implementation of educational innovation has often been made through model schools selected for research. The process of organizational reaction to innovation depends on the situation at individual schools. To describe and explain the individual differences, it is necessary to understand their perspective and intentions. The purpose of this study was to find factors which help promote innovation in school physical education in a process of dynamic responses through management organization. A comparison of paired cases was employed. By this method, one set of elementary schools, which were assigned by the government as research models for physical education, were selected. Differences in the process of organizational reaction were then compared for each school's history. The main results were as follows: 1. Self-confidence arising from a good result and building of members' independence directly contributed to continuance of research on physical education. Furthermore, the level of "community knowledge" contributed to these factors. School R tended to share innovation, whereas school Y shared only explicit knowledge. 2. The mechanism of conflict resolution influenced the community level of semantic knowledge. Exhaustive discussions among members and an adviser on innovation were held in an attempt to adopt innovation. In addition, the belief and motivation for school research shown by the headmaster of school R greatly influenced the building of a nationwide information network. 3. How initiative leaders deal with school physical education research was a dominant factor in promoting "community knowledge". School R made structural innovations because of its understanding that the assigned research was for school education. School Y was only partially able to improve due to limited thinking in the development of physical fitness. 4. There were qualitative differences in obtaining and using human resources between the two schools. School R had a flat structure that considered human relations and had the will to carry out school research. However, school Y emphasized specialized physical education that made teachers depend upon each other. These differences were caused by the management creed of each school headmaster.
