本研究的主要目的，在於探討學校組織發展的內涵與歷程，以及調查國民中學組織發展的現況與困難，最後根據研究結果，提出具體建議，以供有關機關（構）推動及改善國民中學組織發展之參考。
為達成上述目的，本研究採文獻分析與問卷調查的方法，首先透過文獻分析，探討學校組織發展的內涵（含意義﹑特性﹑目的）﹑歷程﹑策略﹑方法﹑困難與配合條件；其次，根據文獻探討的結果，編製「國民中學組織發展調查問卷」，進行調查研究，藉以瞭解國民中學組織發展的現況，以及學校成員對學校組織發展的意見；最後，根據研究結論，提出具體建議。本研究調查對象為台灣省﹑台北市﹑高雄市公立國民中學的校長﹑主任﹑組長及教師，共抽得71所學校，發出1000份問卷，實得有效樣本785份，問卷處理則採用SAS for Windows統計套裝軟體進行統計分析。

綜合文獻探討與問卷調查所得的資料，得到以下結論：
一﹑學校組織發展歷程應循一定的步驟進行；但目前國中組織發展尚未充分落實這些步驟。
二﹑學校組織發展受到校內﹑外二方面因素的影響；目前校外因素以教育政策或法令﹑學區環境﹑社會價值規範的改變影響最大，校內因素則以教職員工精益求精的需求影響最大。
三﹑學校組織發展蒐集資料的方法，包括開會﹑觀察﹑問卷﹑訪談﹑分析資料等多種；但目前國中最常用的方法僅有開會討論。
四﹑學校成員抗拒變革的可能原因，包括成員個人﹑變革本身和學校組織等多個層面；但目前國中成員抗拒變革的原因以成員個人層面為主。
五﹑有效減少成員抗拒變革的方法，主要為溝通和參與，以及提高變革的可行性；但目前國中實際運用的方法，以溝通和參與較多，尚無法採用多樣性的方法以減少抗拒。
六﹑較適合發動學校組織發展的成員為學校行政人員和教師；但目前國中仍以行政人員發動的比率較高。
七﹑較適合推動組織發展的單位應因校而異，或由各處室依業務性質共同負責，或組成任務編組，或成立專責單位；目前國中實際推動組織發展的單位主要由各處室共同負責。
八﹑較適合擔任學校組織發展的顧問，包括校內現任和退休人員以及校外機關（構）的專業人員；但目前國中組織發展的顧問多以校內現任人員為主，較少運用其他的專業人員。
九﹑學校組織發展的策略，在改變焦點方面，應兼顧成員﹑技術和結構等的改變；在推動方法﹑授權程度二方面，皆應依情境權變考量，但應重視實證理性﹑規範再教育及增加成員參與的策略；但目前國中實際採用各種策略的比率都偏低。
十﹑組織發展可採用的專業性方法與技術很多；但目前國中實際加以採用的皆很少。
十一﹑欲有效推動組織發展，必須具備許多相關的配合條件，包括爭取相關人員支持（包括校長﹑教育行政機關﹑家長和社區人士），及增加學校的資源與能力（包括增加學校自主性﹑爭取社會資源﹑減輕工作負荷﹑重視進修研究）等。目前國中組織發展最主要的困難為學校資源不足（包括人力﹑物力﹑財力），及學校成員的工作負荷太重。
十二﹑評鑑組織發展成效的指標應多元化，兼顧行政品質與效率，以及成員的滿意度。
十三﹑學校成員對國中的組織發展仍不滿意；其投入組織發展的意願及實際程度皆不高，而實際投入的程度又低於投入的意願；不同職務者在意願和投入程度有顯著差異。

根據研究結論，對國民中學組織發展提出下列建議：
一﹑對教育行政機關的建議：
（一）適度減輕學校成員的工作負荷。
（二）增加對學校組織發展資源的補助。
（三）協助學校規劃組織發展的進修與研究。
（四）賦予學校更大的自主權。
（五）制訂評鑑與追蹤輔導的制度。
二﹑對學校的建議：
（一）應該重視與支持學校組織發展。
（二）建立學校組織發展的回饋機制。
（三）規劃組織發展的進修與研究。
（四）主動爭取社會資源投入組織發展。
（五）建立組織發展評鑑與追蹤輔導的制度。

三﹑對家長﹑社區人士的建議：
（一）支持並提供學校組織發展所需的資源。
（二）推薦代表參與組織發展的任務編組。
四﹑對師資培育機構的建議：
（一）規劃有關學校組織發展的職前與在職進修課程。
（二）加強學校組織發展的研究，以作為學校諮詢的顧問。

The main purposes of this study are to explore the connotation and process of organization development in schools, and to reveal the current situation and difficulties organization development has encountered in junior high schools. Based upon the research, proposals and recommendations are thus to be offered for the improvement and implementation of organization development in junior high schools.
To accomplish these purposes, this study has adopted the approaches of literature review as well as questionnaire. First, the researcher explores its relevant connotation( including definitions, characteristics, and purposes), processes, strategies, methods, difficulties and coordinated conditions. Next, the researcher compiles "Questionnaire for organization development in junior high schools" to verify the current situation of organization development in junior high schools, and gather the opinions from the school staff on this topic. Finally, the researcher offers tangible suggestions following conclusions of this study. Objectives of this study include public junior high schools' staff in Taiwan Province, Taipei City and Kaohsiung City. 71 schools have been sampled and 1000 copies of the questionnaire dispatched. 785 copies of effective samples are actually acquired. Data of questionnaire have been proceeded for statistical analysis under the statistic packaging software "SAS for Windows".

Based upon data of literature review and questionnaire, conclusions have been reached as follows:
1.The process of organization development in schools should compose sequenced steps which are not taken completely in junior high schools now.
2.Organization development in schools is influenced by many factors from the school within and without, especially from changes of educational policies and laws, school communities, social values and bonds (outer factors), and needs of school staff(inner factors).
3.Methods of collecting data for organization development contain meetings, observation, questionnaire, interview, and document analysis ; but meetings are among those used more often in junior high schools now.
4.Factors of personnel, change, and school itself may contribute to the resistance of school staff; but personnel factors are among the most serious in junior high schools now.
5.Communication, participation and reasonable changes are among effective ways to reduce the resistance from school staff; but communication and participation are only among those used more often in junior high schools .Nowadays junior high schools cannot adopt varied ways to reduce resistance.
6.Administrators and teachers in schools are those more suitable for initiating the organization development process in which administrators start first frequently in junior high schools.
7. According to school's needs, the team in charge of organization development varies, such as present administrative units, task force, or a new unit; but in fact, present administrative units take the lead more often in junior high schools now.
8.Consultants who promote organization development in schools contain school staff former and present, and professionals outside; present school staff are among major consultants while other professionals rarely get involved in junior high schools now.
9.Strategies of organization development adopted in schools are as follows: First, regarding the targeted change, schools should employ all strategies, including staff , technique, and structure. Second, regarding implementation and empowerment, schools should adopt contingent ways. Moreover, schools should think highly of empirical-rational and normative-reeducative strategies, and increase the opportunity and degree of staff participation. However, junior high schools rarely adopt these now.
10.Schools can adopt many professional methods and techniques while organization development is implemented, but in fact, junior high schools rarely adopt them.
11.Effective organization development should possess certain coordinated conditions. For example, schools could gain support from the principal, educational authorities, parents and communities, and increase school's resources and ability (including empowerment of school autonomy, resources from the society, reduction of the workload, and emphasis on learning and researching). In fact, major difficulties junior high schools meet fall into too much workload school staff have, lack of human resources, material supply, and financial support.
12.The index of evaluation of organization development should be multiple, with administrative quality, efficiency and staff satisfaction.
13.School staff are still unsatisfied with organization development in junior high schools, in which the willingness and degree of their involvement are not great, and the former is greater than the latter in degree. The willingness and degree of involvement in different job positions make some differences.
According to the results of this study, following proposals are offered:
1.As to the educational authorities, they should
(1)reduce the workload of school staff properly.
(2)increase the resources needed while organization development in schools is implemented.
(3)help schools design the training and research of organization development.
(4)empower more school autonomy.
(5)establish the system of evaluation and follow-up consultation.
2.As to junior high schools, they should
(1)support and think highly of organization development in schools.
(2)establish the feedback system of organization development in schools.
(3)design training and research of organization development in schools.
(4)acquire resources actively to be plunged into organization development.
(5)establish the system of evaluation and follow-up consultation of organization development in schools.
3.As to parents and communities, they should
(1)support and offer the resources needed while organization development in schools is implemented.
(2)recommend the representatives to participate in the task force of organization development.
4.As to the Training Institutes, they should
(1)design pre-service and in-service training of organization development in schools.
(2)make researches on organization development more often to serve as a school adviser.

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