Abstract
This study examines response patterns of pilot schools in the neo-institutional perspective to make improvements on the pilot school systematic framework. In order to achieve this goal, in-depth interviews were conducted to obtain qualitative data. The results show that pilot schools either (a) actively adopt or (b) ceremonially adopt an education policy through the process of implementation and internalization. Among the sampled schools, only one school showed active adoption, and the other three schools pursued ceremonial adoption. Each school’s response varies according to the internalization level, technical core focus, institutional pressure, and reception of legitimacy. The findings of this study suggest that in order to operate the pilot school ‘as a policy school,’ the school members should truly understand the concept of the policy and actively practice the internalized value through various activities and programs. Furthermore, this study calls for a greater attention to the institutional factors and local contexts.
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