This study assesses the effects of positive approaches of Organization Development (OD) on teachers and staff members and illustrates the processes by which OD can take effect in schools. Using OD, I organized a two-day in-school training session for elementary and junior high school teachers and staff members at a private school. I practiced Appreciative Inquiry (AI), which was the most widely used positive approaches of OD technique. After the session, I assessed its effect over a period of one month by interviewing participants individually and performing qualitative data analysis. The findings of this paper are the following: (1) by developing a Foundation for Pursuing School Goals (FPSG), teachers and staff members became more aware of the school goals and undertook action to achieve them and (2) by developing a Foundation for Developing Communicative Relationships between Colleagues (FDCRC), they became more communicative, and as a result, more aware of the necessity of communicating with colleagues and better able to implement the ideas that arise from their discussions.

The purpose of this paper is to assess the effect of positive Organization Development (OD) on teachers and staff members and to illustrate the processes by which OD can take effect in schools. Using OD, I organized a two-day seminar for elementary and junior high school teachers and staff members at a private school. We practiced Appreciative Inquiry (AI), which is the most widely used positive OD technique. After the seminar, I assessed its effect over a period of one month by interviewing participants individually and performing qualitative data analysis. The findings of this paper are the following: (1) by developing a Foundation for Pursuing School Goals (FPSG), teachers and staff members became more aware of the School Goals and undertook action to achieve them (2) by developing a Foundation for Developing Communicative Relationships between Colleagues (FDCRC) they became more communicative, and as a result, more aware of the necessity of communicating with colleagues and better able to implement the ideas that arise from their discussions.

The purpose of this study is to illustrate the process of how teachers perform the tasks they created for the Organization Development of schools. In recent years, the study of Organization Development of schools started in Japan (e.g., Sako 2006). In this area of study, however, the processes involved with teachers perform tasks related to grades and classrooms is not explained clearly enough. This study was conducted with respect to Organizational Development in private elementary and junior high schools. This is practical research that tries to reveal the relationship between how teachers create and perform their tasks. I observed the following points: (1) if teachers gain a "Clear Image of Practice for School Goals (CIPSG)", they undertake action for their tasks; (2) if teachers' CIPSG are modified (M-CIPSG), their task performances are modified; and (3) task performance, continuation, and modification are influenced by being aware of the school's educational goals.

The purpose of this study is to illustrate processes of teacher's task performance in organizational development of schools. In recent years the study of organization development for schools started in Japan. In this area of study, however, it is not always clear "in what kind of processes" or "why" teachers take action during their tasks related to grades and classrooms. This is a practical research that tries to illuminate the relationship between teachers creating and performing their tasks. I found the following points: (1) if teachers get Clear Image of Practices for School Goals (CIPSG) they undertake action for their tasks; (2) if their CIPSG are Modified (M-CIPSG) their practices are modified; and (3) the continuation and modifications of their practices are influenced by their appreciation of the school goals.