本文旨在探索國民中學組織變革意識型態對變革品質影響之路徑。學校組織
變革係指學校組織對新理念的採用，且意識型態會指涉理念體系，故其為學校組
織變革的媒介，並經由變革型態，驅使人們對於執行策略進行選擇，來影響變革
品質。而學校組織變革意識型態，係指在學校組織變革中，個體回應權力階級所
形成的一套價值，分為正面與負面兩個向度。學校組織變革正面意識型態由具倫
理性、功能性、及反省性特質的價值所組成，會經由變革之創生型態，驅使人們
選擇有效執行策略，來提升變革品質；反之，學校組織變革負面意識型態由無倫
理性、無功能性、及無反省性特質的價值所組成，會經由變革之靜態型態，以驅
使人們排除選擇有效執行策略，會戕害變革品質。為了驗證本研究的理論，本研
究採調查研究法，並在全臺灣地區 719 所國民中學，以分層隨機取樣抽取 105 所
學校為樣本，共寄出 2500 份問卷，有效回收問卷為 1280 份，有效回收率為 53%，
並以線性結構模式考驗研究假設，據以提出結論與建議。
The study is to explore the paths of the influences on quality through ideology of
organizational change in junior high schools. In fact, organizational change in schools
is the adoption of a new idea by an organization, and an ideology refers to a set of
closely related ideas. Therefore, ideology, as its medium, will influence the quality of
organizational change in schools. In general, ideology of organizational change in
schools is defined as the process and product of forming value systems. It involves
positive and negative conceptual systems. Positive ideology includes the values of
ethic, function, and reflection. On the other hand, negative ideology includes the values
of non-ethic, non-function, and non-reflection. The quality of organizational change in
schools is influenced by positive ideology through morphogenesis and effective
implementation strategies. In contrast, the quality of organizational change in schools
is influenced by negative ideology through morphostatics and ineffective
implementation strategies. In order to achieve the purpose, the study uses the
questionnaire method to collect data, choosing 105 out of 719 junior schools as
samples through a stratified random sampling approach. Of 2500 questionnaires sent
out, 1280 completed ones were obtained and studied. The Liseral model was then used
to test research hypotheses. Based on the results, the study provides people with some
suggestions.
