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Abstract：
Teaching evaluation is still a new concept for most teachers. Its application will continue for a semester, a school year or even several years before being included in usual teaching activities. Inevitably, it will involve a series of administrative and organizational changes and need corresponding measures. Only when it becomes a part of the organization can it function properly and really raise the teaching quality. Therefore, from the viewpoint of organizational change, we choose a junior high school as the case in this study. We investigate the progress of their practice on the plan of teaching evaluation and the changes that the executive leaders impose. Furthermore, this study explores the cause of the members’ involvement in the organization. According to this study, conquering fear and anxiety improves innovation, the innovational progress can be modeled as unfreezing, moving, and refreezing, the leader in organizational change is critical. The cause of the members’ involvement is social requirement and self-fulfillment, and organizational culture can be both the aid and the obstacle. At last, based on the analyzed result, the suggestions of this study can provide practical strategies and new directions for organizational changes.
Keywords：organization change, teaching evaluation, organizational culture
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