[[abstract]]The subjects of the study were principals of public vocational schools in Taiwan. Topics of study included changes in the organization of the local vocational schools, changes in the leadership of the school principals, and school operation strategies under a sweeping educational reform in Taiwan. The study had employed the methods of literature analysis, expert seminars, questionnaire surveys, and in-depth interviews. The study found that the educational reform had resulted in changes in school organizations and increased difficulties in administrative coordination for the schools. The study also found that the principals in general had formed cognitions and views of school organizational changes and operational strategies that did not truly reflect the real situations of the schools. After the educational reforms, some of the problems generated by changes in the school organizations were summed up in the following. 1) Teachers’ associations, teaching review committees and parents’ associations had seriously affected school organization and operation; 2) Schools had undergone power restructuring, and organizational coherence in school was disintegrating; 3) The impact of the transformation of vocational high schools into comprehensive high schools on the structure of the teaching staff had by and large not been recognized by the vocational high school principals; 4) Insufficient human resources and budget cuts had exhausted the organization manpower; and 5) The selection system of school principals had indirectly affected school organizational development. The leadership that principals employed to cope with the organizational changes included 1) communication and coordination with the teachers’ association, the teaching review committee and the parents’ association in order to direct them towards positive development; 2) use of democratic mechanism to find common ground for colleagues while developing administrative human resources for the organization; 3) balance between pursuit for higher education and skill capabilities to develop special qualities for vocational high schools; 4) use of information technology to simplify administrative procedures and to make up for manpower shortage and budget cuts; and 5) adoption of a serious attitude about school management to get support and recognition from colleagues.
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