在当今社会转型与变革背景下，我国教育领域也进行着深刻的变革。教育改革的重心逐步下移，学校层面的变革日益受到重视。学校是教育的基层组织，学校办学质量的高低直接决定着教育水平的高低，学校组织变革的成效直接影响着教育改革的效果。对学校组织变革进行研究，既有利于提升我国学校组织的变革成效，也有助于丰富我国学校组织变革的实践策略，这对我国教育改革的推动与发展具有理论价值与现实意义。本文首先考察了学校组织变革的基础，然后阐述了社会学制度主义的思想内核，从社会学制度主义的视角出发，本文梳理我国学校组织变革的历史脉络，把其划分为政治化、制度化、专业化三个阶段，然后在此基础上提出变革的现实困境，并对变革困境的原因进行分析。之后，本文从组织场域的视角分析学校组织变革，提出学校组织变革场域的三个要素：价值、权力与利益，并从技术、制度、战略与文化四个方面剖析了变革的场域层次。在学校组织变革中，要素作用于变革场域中的行动者，行动者做出自己的行为抉择，所有行动者的行为抉择的集合就形成了学校组织变革的场力。这种场力或阻碍或推进学校组织变革。在对学校组织变革场域层次进行剖析的基础上，本文对学校组织变革成功的影响因素进行了探索性研究，构建了学校组织变革成功的影响因素的理论框架，然后以此为基础，运用问卷调查收集数据，对学校组织变革成功的影响因素进行实证研究，得出影响我国学校组织变革成功的三个因素：共识、投入与确认，然后分别对三个要素的各子项进行了统计分析，比较它们在重要程度与执行情况方面的差异，并考察了不同变量与它们的显著性关系。最后，本文提出学校组织变革首先需要理念的更新，实现由基于表现的合法性到基于正义的合理性的转变。以此理念为指导，从三个方面提出相应的推进策略，推动学校变革的开展。

With the social change, the Chinese education experienced a deep transformation. The crucial point of educational reform shift to the basic educational units---schools; therefore, the reform in school-level is valued gradually nowadays. Schools are the basic units of educational system and are vital to the effect of educational reform. For this reason, the effects of educational reform greatly depend on the success of the reform of schools. The study of the change of school organization will greatly promote the efficiency of Chinese school organizational reform and flourished the strategies of school organizational practice, which will be of theoretical and practical values to the educational reform.In the first chapter, the dissertation explored the foundation of the change of school organization and elaborated on the core of socioligical institutionalism. From the perspective of socioligical institutionalism, the paper reviewed the development of the change of school organization and divided it into three periods as political period, institutional period and professional period. Therefore, the author posed existing problems for the change and provided a thorough analysis of causes of the change. From the angle of organizational field, the paper has analyzed the change of school organization; proposed three key elements in organizational field: value, power, and interest and then dissected four field levels as techniques, institution, strategy and culture. In the change of school organization, three key elements of organizational change field acted on the actor and the actor made his or her choice. As a result, the conversion of all actors’ forces turned into field force which will progress or impede the change of school organization. Based on the dissection of levels of the change of school organization, the author conducted an experimental research; constructed the theory framework on the successful factors of the change of school organization; collected data by using questionnaire and lead a qualitative study on the successful factors of the change of school organization. As a result, the author generalized three key factors of the success of the change of school organization: consensus, commitment and conformation. Moreover, in this chapter, the author also made a statistical analysis on the sub-factors and compared their differences in aspects of significance and action and explored the significant correlation between them and other parameters. In the last chapter, the author concluded that change should come from the novel concepts and realized the transformation from performance-based legality to justice-based rationality. Enlightened from the conception, the author proposed progressive strategies from the three aspects to promote the change of school organization.