Abstract
This study explores the development of organizational theory through understanding comprehensive resources of metaphors and the synergy of these metaphors’ changes in momentum. The comprehensive resources of organizational metaphors emphasize that exploration and detection of the complementary relationship between multiple metaphors can promote the development of organizational theory and the acquisition of generic competence requirements to stimulate the synergistic momentum for school reform and to respond to student needs. In this study, questionnaires were used to analyze the opinions of 409 school members across 28 middle schools. The questionnaire explored 17 metaphors and their qualitative meanings. Subsequently, according to the meanings of the metaphor momentum, 41 principals, administrative staff, teachers, and parents were interviewed. The results demonstrate that with bureaucracy as the core of the thought, machine metaphor, community metaphor, politics metaphor, organism metaphor, and brain metaphor interact to promote the development of school organization theory to stimulate school change.
Highlights
Principal Principal Principal Principal Principal Administrative staff Administrative staffAdministrative staff TeacherTeacher Teacher TeacherTeacher Teacher Parent Parent FStudents’ parents have high socioeconomic status and value students’ academic achievementsValues diverse student development over academic performanceM Values interaction between schools and communities and makes local culture main axis of curriculumM Led teachers to develop marine education school-based curriculum based on local characteristicsM Created competitive projects and fundraised for school
These selections represented more than 10% of the total selections; they are shown in descending order, accompanied by the change in energy, as follows: machine metaphor (22.48%), brain metaphor (11.74%), organism metaphor (10.74%), politics metaphor (10.40%), and community metaphor (10.07%)
The brain metaphor, organism metaphor, political metaphor, and community metaphor possessed a substantial change in momentum, showing that they can be important for generating change
Summary
Principal Principal Principal Principal Principal Administrative staff Administrative staffAdministrative staff TeacherTeacher Teacher TeacherTeacher Teacher Parent Parent FStudents’ parents have high socioeconomic status and value students’ academic achievementsValues diverse student development over academic performanceM Values interaction between schools and communities and makes local culture main axis of curriculumM Led teachers to develop marine education school-based curriculum based on local characteristicsM Created competitive projects and fundraised for school. Principal Principal Principal Principal Principal Administrative staff Administrative staff. Students’ parents have high socioeconomic status and value students’ academic achievements. Values diverse student development over academic performance. M Values interaction between schools and communities and makes local culture main axis of curriculum. M Led teachers to develop marine education school-based curriculum based on local characteristics. M Created competitive projects and fundraised for school
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
