دانلود رایگان مقاله انگلیسی طرح های رهبری تغییر ضمنی، مدیریت تغییر مؤثر و تعهد معلمان برای تغییر در مدارس - اشپرینگر 2018

Abstract

Implicit change leadership theory (ICLT) highlights the importance of determining congruence between the ideal and actual change leadership schemas of employees in successful change management. This paper utilized ICLT in exploring effective change leadership and management in secondary schools and examined how these influence teachers’ commitment to change. Data were gathered from 707 secondary school teachers from both private and public high schools in the Philippines. Findings indicated that (1) teachers seem to have a more holistic and integrative view of change leadership schemas than employees of business organizations, (2) teachers’ change leadership schemas significantly predicts perceived effectiveness of change management, and teachers’ affective commitment to change, and (3) perceived effectiveness of change management significantly mediates the effect of change leadership schemas on teachers’ affective commitment to change. This study expanded the applicability of ICLT in basic education settings and contributes to the understanding of effective change leadership and change management in schools. Implications on practice and further recommendations for school leaders are also discussed.

Conclusions and implications

The findings highlight the change leadership schemas of teachers in academic institutions. It suggests the importance of all implicit change leadership dimensions (strategic and technical, execution, social, character, and resilience) in selecting and developing change leaders in schools. In addition, this study supported and expanded literature on ICLT by confirming the influence of change leadership schemas on perceived effective change management, and establishing that change management mediates the relationship between change leadership schemas and teachers’ commitment to change. These suggest the significance of the change management processes being implemented in schools and the need for ample training to provide academic leaders the ability to effectively implement change. For example, results suggest the need to ensure transparency, establish effective communication, and practice mapping out responsibilities clearly. Other management processes to consider include strategy, preparation & readiness, culture, management support, teamwork, technology & process, and organization structure & workflow. When recognized as consistent efforts, these initiatives will encourage teachers to develop affective commitment to the changes in the institution.

In summary, this paper offers a wider understanding of implicit change leadership schemas by illustrating its applicability to academic institutions. Results highlight the value of change leadership schemas and change management, in predicting teachers’ commitment to change. As such, school management may develop better approaches in getting teachers committed to organizational changes by enabling leadership, selecting and developing change leaders, and ensuring supportive change management processes in their organizations.