The Research On Strategy Of Personal-Organizational Identification In The Merger Of Schools

School-merger is a feasible and effective strategy to implement the policy of balanced development of compulsory education, to optimize school distribution and extend high quality educational resource. It is inevitable to redistribute and recombine of school resource in the process of school-merger, including work force, capital and property, and directly leads to the interest fluctuation in the concerned groups, so personal-organizational conflict takes place now and then. Thus, the way to deal with personal-organizational conflict and advance personal-organizational identification is a practical problem, as well as a theoretical issue.J school, as a case in this study, is a typical incorporative school with the form of "elite school+poor school", which has merged three other schools. And in the initial stage, personal-organizational confliction occurs frequently. In this study, "personal-organizational conflict" refers to the related conflict on purpose, understanding and behavior in the process of interaction between organizations and individuals, which usually displays on three aspects:conflict of purpose, which dues to different goal-oriented; conflict of understanding, which results from the different knowledge, attitudes, ideas about some issues among different groups or individuals; conflict of feelings, which derives from the disparity in feelings and emotions. In the school background, conflict is mainly reflected in three aspects:educational philosophy conflict, system conflict, interpersonal conflict and cultural conflict between individual teachers and school. Through the questionnaire survey and case study on the personal-organizational relationship status in J school—image recognition of organization, organizational affiliation, organizational communication climate, organizational citizenship behavior, this study found that:(1)teachers generally agree with the image of the school organization and teachers from the new merged school have higher identity with the school image than teachers in J school;(2) the existing teachers in J school have a much stronger organizational sense of belonging than teachers from merged school;(3) communication channels in school face some obstacles and J school still needs a more harmonious atmosphere;(4) teachers have a high level of organizational citizenship behavior generally, and there is not big difference between teachers from different schools.Based on the analysis of personal-organizational conflict in J school, strategies for personal-organizational identification need to be taken to resolve this issue. Personal-organizational identification refers to the process and result of teacher's self-definition according to their self-perceived school image, which pursuit the perception to be consistent or attributable to the organization. For three years research, this thesis has drawn several conclusions:In addition to seek the external support for personal-organizational identification, the incorporative school should progress on three lines simultaneously and coordinately. Firstly, determine paths of personal-organizational identification, according to Dutch scholar Gilt Hough Lunstad's point of view, cultural differences often is displayed by the "symbols, heroes, rituals and values" in practice. So, J school carried out work step by step according to school symbols, heroes, rituals, values, and obtained grate achievement, which has proved to be a reliable, effective, secure path. Secondly, determine strategies of personal-organizational identification, form the practice of J school, selected strategies—schools image building, value identification, community integration and system integration are successful. Thirdly, promoting school content development, referring to enhance the control of teaching quality, define the central work of the school; pay close attention to classroom teaching, know that effective teaching is a prerequisite to obtain high quality, promote teacher's training and research, understand that the development of teachers' ability is the insurance of students' development. When these three lines pull together, the personal-organizational identification can be reached.