Study On School’s Change Capability On Perspective Of Organizational Environment

School change has been an irresistible worldwide trend and an important way to urge school’s development. The failure or success, to a certain extent, is not determined by the beautiful slogans, new policies and perfect plans, but by school’s change capability, while obtaining and performing the capability are always deeply influenced by the environment, even we can also say that the environment determines failure or success of change. What kind of environmental factors influence change capability on earth? Inquiry the questions is good for digging out school’s change capability to guide plans making, to reduce the unsuitable situation of demands and capability, and to lead changes close to school’s capability.This article borrows ideas from the studies on organizational environment, and selects six main factors as the framework to analyze, namely occupational framework, politics, finance, history, pressure and culture. In the first part of this article, it analyzes the reason why the six factors are put forward, and then it explains their basic meaning. The second part analyzes the influences of every factor on school’s change capability. The third part raises some suggestions to promote change capability according to the influences which are proposed in the second part. It believes that teachers are the practitioners and participants of every activity of school, who can be the human resource in change, but they lack of motion in the process because of the burden, pressure and so on, so we need to provide them material and spiritual rewards as the encouragement. Finance can be the material foundation of change capability, while the inadequate investment, to a certain extent, transfers the change cost to the participants, which can be solved by setting up a special-fund to satisfy financial demands to elevate participants’ interest. Politics refers to the trust, consensus and autonomy, while the real trust and consensus haven’t been established that the interpersonal relationship is unharmonious, and the school based management is difficult to carry out for lacking of autonomy, so these can be solved by advocating cooperation between teachers and decentralizing powers to schools. History means the past experience, which leaves so many passive and stereotypic ideas that the old stereotypes are hard to upgrade, worse still, activating the resistance. So we need to renew the old ideas on change. Pressure is produced by the gap between too high expectations and too low competence, the schools even couldn’t satisfy all the demands which leads the supporters not to support change consistently, at the same time, it restricts school’s competence in change, so we need to invest more resources in the aspects of promoting the competence. Culture has the tendency of keeping status quo, so we have to construct the co-operational culture environment to promote teacher’s professional development.On the whole, every factor, passive or active role, has a unique and indispensable function on school’s change capability. While there are still some incomplete places that environment and change demands aren’t unanimous. Worse still, some factors may exclude and boycott changes. When changes are deep into the roots we need to pay more attention to analyze organizational environment to probe the way to promote change capability and push changes forward.