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.

本研究の目的は,学校においてポジティブなアプローチの組織開発(OD)を実践し,教職員や教職員集団への影響と影響の過程を明らかにすることである.ポジティブアプローチの組織開発の代表的な手法であるAI(Appreciative Inquiry)を用いて,学校(私立小・中学校1校)において2日間の教職員研修を行った.その後1ヵ月間の影響を,インタビューデータを用いた質的データ分析により評価した.本研究で得られた知見は,ポジティブな組織開発により(1)教職員に「学校の教育目標を追求するための基盤(Foundation for Pursuing School Goals:FPSG)」が築かれ,また学校の教育目標を意識することで,学校の教育目標に向けた実践が始まること,(2)教職員に「対話的な同僚関係を高める基盤(Foundation for Developing Communicative Relationships between Colleagues:FDCRC)」が築かれることで,対話的な同僚関係が向上し,対話が実践に反映し,同僚との対話の必要性と意義を実感することである.

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.

本研究の目的は,学校の組織開発において,教員が生成した課題を実践するまでの過程を明らかにすることである.昨今わが国では学校における組織開発の研究が始まっている(佐古2006など).しかし同研究分野では組織開発において,「どのような過程」で教員が学年や学級の課題の実践に至るのか十分に説明されていない.本研究は学校(私立小・中学校)において組織開発を実施し,教員の課題の生成と実践との関係を明らかにすることを試みた実践的研究である.本研究で得られた知見は,(1)教員は「学校の教育目標に向けた実践の確かなイメージ(Clear Image of Practice for School Goals: CIPSG)」を得ることにより,課題の実践に至る,(2)「学校の教育目標に向けた実践の見通し・イメージが修正される(Modified CIPSG: M-CIPSG)」ことにより,教員の実践は修正される,(3)課題の実践・継続・修正は,「学校の教育目標を意識している」ことに影響を受ける,ということである.