카오스 이론에 의한 학교 혁신 사례 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore school innovation process by chaos theory. After analyzing the related literatures, the results are as following:
First, the concept of school innovation is fixed to the subject, the content, the object and the process in detail. Second, the traditional view point on school innovation is analyzed through innovation approach, strategy and innovation variable. Third, the tenets of chaos theory are categorized for nonlinear, non-equilibrium state or far from equilibrium state, sensitive dependency to initial conditions, self-similarity, self-organization. And the conditions of self-organization are creation of fluctuations, autonomy, self-transcendence, micro-macro cooperation, share of information and teleonomy. The concept and the traditional view point on innovation, the tenets of chaos theory and the conditions of self-organization have the important role for analyzing the innovation process of sampling school.
In order to analyze the example of school innovation the general private high school is selected for the study. This high school gets an excellent innovative results on improvement of student record, parents satisfaction on education and the staff behavior changes through self innovation plan. The data are collected through interview and documentation for the qualitative case study. Interviews are subjected to one innovation main member and two innovation cooperation, two opponent for innovation and principal. The resources processing and the analysis are used Spradley's ethnographic research method, plan analysis and casual chain analysis.
As a result, the innovative process of sampling school is differed to beginning, progressing, settling and confirms the explanation of chaos theory in the whole and partial innovation process.
First, the beginning of innovation starts from the danger and the seriousness of school problem. In this period when some efforts are needed for the problem solving, there are some differences between each school staff's opinion and expresses the chaos. But among these chaos, new alternative plan is coming out. So the beginning of innovation is expressed the showing of chaos situation.
Second, during the progress period of innovation, main innovation member among the school staff is appeared with an intention and alternative plan for solving problem. The conflict situation is showed up for the new suggestion and school experienced the process of self-organization. The process of self-organization is the period of turbulence which is breaking the balance and the order of organization. In the period of turbulence, the main innovation group spread out the innovative suggestion after consisting temporary structure. The conflict between the resisting group for innovation and the main group goes mutually on the process of coevolution. The main innovative group gets through the process of modification, amendment, development of suggestions through the continuous share of information. On this point, there is a direction to the new regulation while the conflict-mutual operation between the main or the opponent on innovation look very confused. That is the reason which the process of self-organization has teleonomy and self-similarity. Therefore the action between the main group and the opponent group shows the conflict situation but this action shows naturally the reflections on the idea, the value and the aims.
Third, the settling of innovation goes through the institutionalized process. First of all, the result of innovation will be found in the self-activeness of the whole organization with the suggestion of innovation rather than understanding itself. At last the unexpected tremendous result will be happened. This would be understood by the sensitive dependency to initial conditions on chaos theory. While the innovative suggestion will be the new order and go to the new stable period in order to continue the innovative suggestion, the unit of organization experiences the institutionalized process for the new regulation maintenance on the school structural aspect and the function of school staff members.
On the contrary the traditional view point on innovation shows some limitation on explaining the innovative process of sampling school. Therefore, there are many cases unexplainable through planned approach on the innovative process in sampling school. Only the variable of innovation is limited to the explanation.
As a result the chaos theory is the useful theory explaining the process of school innovation and the alternative theory which is suggesting the nonlinear thinking on the management of school organization.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 내용 = 6
• 3. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 학교 혁신의 개념 = 8
• 2. 학교 혁신의 전통적 관점의 한계 = 13
• 3. 카오스 이론의 구성과 적용 가능성 = 24
• Ⅲ. 연구 방법 = 49
• 1. 연구 설계 및 절차 = 49
• 2. 연구 대상 = 53
• 3. 자료 수집 = 56
• 4. 자료 처리 및 분석 = 63
• Ⅳ. 씨알고등학교 혁신 과정 = 65
• 1. 변화의 태동(1990~1995) = 65
• 2. 변화의 갈등(1995~ ) = 69
• 3. 변화된 모습(1998~ ) = 111
• Ⅴ. 학교 혁신 과정 분석 = 119
• 1. 카오스 이론에 의한 분석 = 119
• 2. 전통적 관점의 한계 = 148
• 3. 논의 = 152
• Ⅵ. 요약 및 결론 = 161
• 1. 요약 = 161
• 2. 결론 = 164
• 참고문헌 = 168
• Abstract = 177

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