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.
