[[alternative]]Junior High School Teachers' Beliefs About School Innovation -A Case Study of Teachers in I-lan County

[[abstract]]This study aims to look into junior high school teachers’ beliefs about school innovation. With these beliefs and the application of organized thinking models, teachers can set up learning organization modes with five kinds of training, which helps teachers reflect and organize their beliefs toward school innovation and constantly get new ideas out of this process. Finally, the results of this study may provide a reference for schools wishing to conduct reforms, for teacher training institutions, on-job training institutions and for education administrators. To achieve what is mentioned above, this research method is a combination of literature review and interviewing, together with analyses of official documents. In addition to providing theoretical analyses of literature on the attitudes of teachers toward school reform and presenting 16 core beliefs of five kinds of training in adopting learning organization , the research arranged 2 interviews respectively with 12 junior high school teachers in I-lan county. This is done in order to have a deeper understanding of the special school reform beliefs that I-lan junior high school teachers have. Based on the result of literature review and interviews, together with the analyses of official documents, the following conclusions are reached. I. System Thinking (I) The teachers possess belief about self-fulfillment and whole-person development. (II) The teachers possess belief about the reformation of school organizations. (III) The teachers possess belief about the integration of schools and communities. (IV) The teachers possess belief about teaching quality and efficiency. II. Personal Mastery (I) The teachers possess belief about developing one’s expertise. (II) The teachers possess belief about diverse evaluation methods. The teachers possess belief about participating in school decision-making processes. (III) The teachers possess belief about reforms in school leadership. III. Improving Mental Models (I) The teachers possess belief about promoting teaching efficiency. (II) The teachers possess belief about obligations and responsibilities. (III) The teachers possess belief about multicultural education. (IV) The teachers possess belief about 3-in-1 counseling but equally. IV. Building Shared Vision (I) The teachers possess belief about a free and open learning style. (II) The teachers possess belief about shaping school culture. V. Team Learning (I) The teachers possess belief about teachers’ autonomy in choosing what to teach. (II) The teachers possess belief about cooperation among professionals. According to what is mentioned above, some suggestions are made here. I. Regarding Education Administrations (I) Basic academic achievement test samples should be provided and the authority concerned should also provide a demonstration and explanation for schools. (II) Systems for teachers’ leaving one school for another or for other official posts should be established. (III) Teachers’ evaluation committees and examination committees should be differentiated from each other because of the differences each carries or get merged because of the similarities they share. (IV) Rules should be set that important issues should be decided by the school committee. (V) The administration should consider rearranging classes in accordance with students’ aptitude and teach according to different abilities. (VI) Teachers’ hiring requirement should be specified. Other requirements irrelevant to teaching should be stated clearly. (VII) Curriculum design and development institutes should be established. (VIII) Teachers should be requested to counsel and discipline students with educational profession instead of physical punishment. (IX) Junior high schools should have research teachers. (X) Dropouts should be provided with adequate counseling service. II. Regarding Teacher-Training (I) Preparatory lessons for prospective teachers should include classes about school-based management and curriculum design. (II) Teachers should be provided with on-job training and the classes should focus both on theory and on practice. (III) These training institutes should work with the schools which need advice, and serve as advisers to help with school management. III. Regarding The Junior High School (I) to fulfill the education goals of self-fulfillment and whole-person development (II) to build an environment favorable for development of the organization (III) to have the teachers’ association regulate activities for teachers to develop their expertise (IV) to actively promote interaction between schools and communities (V) to apply assessment to raise teaching efficiency (VI) to encourage teachers to conduct education research (VII) to provide teachers with opportunities to join in the decision-making processes (VIII) to work out the arrangement for students to receive special education and for the transition when the students come back to ordinary classes (IX) to design a learning environment full of variety (X) to adopt transitional leadership styles and cultural leadership styles (XI) to strengthen the function of teaching research committees, and (XII) to set up a school reform committee in each school. IV. Regarding On-Job Training (I) to investigate and regulate as a whole what teachers need to learn (II) to support schools to sponsor “School-based Further Education” (III) to integrate teachers’ learning networks (IV) Teachers should share with other teachers what they have learned in seminars or conferences and provide feedback to the host organizations. (V) Diverse learning channels and accreditation service should be provided for teachers. (VI) Teachers should be encouraged to engage in more learning activities that they’re interested in.