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Chiao-Ling Yang, Pei-Ying Chen, Wen-Jon Hung, Mei-Ju Chen, Yung-Shan Hung, Chih-Lin Sun
Office of Teacher Education and Career Service
School Actualization Program (SAP) is a comprehensive high school-improvement program that has been implemented through the three phase of SAP since 2007. This study was to investigate the process and effects of participating schools to validate the impacts of the SAP and figure out the paths for sustaining school improvement efforts. Six schools were intentionally selected in this study. Interviews and SAP-related documents were used for data collection. The results showed different paths of school reform process reflected different kinds of school contexts and organizational dynamics. School practices of responsive leadership differed in the consensus of school visions, collective responsibilities through teacher capacity building, and a climate of collegial trust between schools. The extent to which school transformation and in ovation occurred have resulted from the depth of SAP realization. Comparison between schools indicated the correlation between leadership styles and organizational capacity. It also showed how school improvement trajectories were influenced by the reform policy.
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