[[alternative]]“Organization as culture”metaphor and its application on school administrative communication

[[abstract]]The main purposes of this study are to probe the current surveys of school administrative communication; to probe the current surveys of applying “ organization as culture ” metaphor ; to probe the effects of applying “ organization as culture ” metaphor on school administrative communication. Finally, based on the findings and discoveries that are obtained from this study, conclusions and proposals are offered to improve the quality of school administrative communication for educational authorities, school administrative leaders and school staffs. In order to achieve the above-stated purposes, this study has adopted the approaches of literature review, interviews and document analysis. According to the main purposes of this study and the criterions of choosing study school, a junior high school was chosen as the field of case study to obtain data through the approaches of formal interview, informal interview, observation and collecting relevant documents. This study begun on December 22, 1999 and ended on May 10, 2000. During the period of this study, 23 school staffs were interviewed (including 5 school administrators; 18 schoolteachers). The researcher participated in 7 observations of relevant school administrative meetings. Based upon the analyses and discussions of case school’s study results, conclusions have been obtained as followed: 一、The current surveys of applying “ organization as culture ”metaphor （一） There are phenomena which school staffs make use of culture metaphor. （二） The results which school staffs make use of discussion, dialogue and examining mental models are not good. （三） Most of teachers don’t understand adequately and concern highly the targets that school organization will develop in the future. （四） To adopt the ways of telling story can assist one in expressing views. 二、The current surveys of school administrative communication （一） School staffs have more negative evaluations about the ways of meeting communication. （二） The contents of school administrative communication are laid particular stress on the criterions for measurement. （三） There are phenomena which school staffs adopt negative ways to avoid communicative conflicts. （四） The problems of rewards and punishments, which are relevant with the rights of school staff, are suitable to discuss in public. （五） The workload of school staff will effect the interaction of communication each other. （六） School administrative authorities master the decision power of school administrative matters. （七） The locations of teachers’ office effect the quality of school administrative communication. 三、The effects of applying “ organization as culture ” metaphor on school administrative communication （一） Culture metaphor can promote the quality of school administrative communication. （二） It is not sure to produce positive functions to emphasize the usage of discussion in the process of meeting communication. （三） The usage of dialogue can promote the truthfulness of communicative expression. （四） To examine one’s mental models can eliminate the obstacles of communication between each school staffs. （五） School staffs have different criterions for measuring targets is easy to produce communicative problems. （六） To emphasize power and status excessively has negative effects on communication. （七） It can promote the quality of school administrative communication to develop the school staffs’ relationship of feelings friendly each other. （八） Clear regulations of work duty can avoid the communicative conflicts between teachers and administrators. According to the results of this study, following proposals are offered: 一、The proposals for educational authorities, they should （一） reduce the workload of school staff properly. （二） proceed a study about the design of campus space to understand the effects on communicative interaction of school staff. （三） offer relevant courses and training to promote the school staffs’ abilities of applying culture metaphor. 二、The proposals for junior high schools （一）The proposals for school administrative leaders, they should 1. use the learned leadership ways to build learned school culture. 2. encourage school staffs to construct jointly the shared vision of school development. 3. explain automatically the contents of school administrative matters to obtain the other school staffs’ understanding and operating in coordination. 4. emphasize the ideas of co-ordination jointly. 5. produce the regulations and means of criteria for measurement through the ways that school staffs discuss jointly. 6. draw up the equitable and reasonable systems of rewards and punishments through the ways that school staffs discuss jointly. 7. consider the effects of designing campus space on the communicative interaction of school staff. （二）The proposals for school staffs, they should 1.promote the abilities of managing communicative conflict. 2.cultivate the abilities of reciprocal inquiry. 3.cultivate the abilities of self-reflection. 4.establish and maintain the school staffs’ relationship of feelings friendly each other. 5.emphasize the establishment of I-Thou relationship in the process of communication. 6.make use of the ways of telling story to assist one in explaining views. 7.make use of the ways that emphasize discussion and dialogue to promote the efficiency of meeting communication.