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Vision, Resistance, and Partnership: Navigating Organisational Change in K-12 Education
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- Author / Creator
- Khater, Sherif SM
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This thesis delves into the pivotal role of teachers in effectuating organisational change within K-12 educational settings. The study hinges on the premise that while teachers are at the forefront of implementing change, they are often sidelined in the decision-making processes, leading to a disconnect between policy and practice. This disconnect not only fosters resistance but also undermines the efficacy of change initiatives. By exploring the nuanced interplay between teachers' resistance and a leader's vision for change through teachers’ lens, this quantitative research illuminates the complexities involved in educational reform. It underscores the necessity of involving teachers as active partners in the change process, not merely as executors of top-down initiatives.
Employing a comprehensive survey methodology, where 466 participant teachers from Alberta, other regions of Canada, and Egypt were surveyed, the research captures insights from a diverse cohort of K-12 teachers across various jurisdictions, both within and outside Canada. The findings reveal a profound impact of leadership practices on the success of change initiatives. Specifically, the Leadership Practices Inventory (LPI)-Observer section provides a unique lens into teachers' perceptions of their principals' leadership styles, highlighting a direct correlation between inclusive leadership and reduced resistance to change. The study concludes with a call for a paradigm shift in leadership approaches, advocating for a more collaborative, transparent, and inclusive process that recognizes teachers as integral stakeholders in educational change. This approach, the thesis argues, is instrumental in bridging the existing gap between leadership vision and teachers' buy-in, ultimately paving the way for more sustainable and effective educational reforms. -
- Subjects / Keywords
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- Graduation date
- Spring 2024
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.