Research On Organizational Effectiveness In Nine-Year System Schools

The school of nine-year system is a new system,which is the innovation product of compulsory education system and currently advocated by the nation.The school of nine-year system,in recent years,grew and developed rapidly driving by the policies.However,among those nine-year system schools,some of them do not exert its advantages of the new system and obtain the satisfied school effectiveness.Therefore,it is urgent to build a set of theory and evaluation system which suits the essential feature of nine-year school organizational effectiveness and evaluation system for the sake of the connotative development of the nine-year schools and the further deepening of the reform of compulsory education.Through the comparison research between the "six-three" system and "nine-year"system,the study distills the core features of the nine-year schools---"consistent","integration",and "development".And from the perspective of organizational characteristics,this study analyzes that the nine-year school should have the long-term,consistent and integrated training goal,the consistent and integrated organizational structure and management,the consistent and integrated organizational culture,consistent and systematic human resource system,and the consistent and integrated curriculum and teaching research system.In addition,on the basis of sorting the current research production of the school organizational effectiveness,this study build the trait theory of nine-year school organizational effectiveness;and using the core elements and structures of school organizational effectiveness in the past research for reference,this study build a set of organizational effectiveness evaluation system of nine-year school which can realize the evaluation of the general direction of national education purpose.This study argues that the nine-year school organizational effectiveness is mainly presented in two aspects:the productive elements and the process elements.The productive elements are presented in the degree of goal-achieving.The process elements include three aspects——the integrated school organization management,long-term human resources development system and consistent teaching and researching system——and nine dimensions——multiple matrix organization structure,coordinative and efficient operation mechanism,highly-recognized organizational culture,integrated curriculum system,consistent school discipline and learning style,continuous teaching and researching mechanism,whole teacher training mechanism,nine-year students autonomous management system and consistent comprehensive evaluation system.To enhance the operability of the theoretical framework,this study further optimizes,by face-to-face interviews sand questionnaires,and eventually forms highly unified school system organizational goals,highly recognized school organizational culture,integrated organizational structure and operating mechanism,consistent integration of activities organized by the school,and nine-year school organizational effectiveness index system of thirty-seven projects.Finally,this study uses the nine-year school organizational effectiveness trait theory and its evaluation index system to analyze the gain and loss of organizational effectiveness reform and the current situation of organizational effectiveness in Liaoning Province***school,suggesting six points to further the school's reform of organizational effectiveness.This study will help to reveal the nine-year schools operational mechanism,give a new way of thinking to break nine-year schools' development bottlenecks and offer the necessary reference for the educational and administrative departments in the construction of nine-year school quality assessment system.