Change Management Practices Among Government Schools: A Mixed-Method Study
DOI:
https://doi.org/10.64169/dje.168Keywords:
Change Management, Educational Leadership, School Administration, Government Schools, Teacher Perspectives, Organizational CultureAbstract
This study aimed to identify the extent of change management practice among government school principals from the perspective of teachers. The study adopted a mixed-methods approach combining quantitative and qualitative data collection. A stratified random sample of 368 teachers was selected from a population of 8,457 teachers in government schools across four directorates. Data were collected using a validated questionnaire measuring three dimensions of change management and semi-structured interviews with 20 teachers. The results showed that the total score on the change management scale among government school principals in the northern governorates was moderate, with an arithmetic mean of 3.62. The dimension "Future Vision for the School" ranked first at a high level (3.67), followed by "Building Organizational Culture Supporting Change" (3.61) and "Encouraging Innovation and Creativity" (3.58), both at moderate levels. The results revealed no statistically significant differences at the significance level (α ≤ .05) based on educational qualification and years of experience. However, significant differences emerged by gender (favoring female teachers), age (favoring teachers 30 years or younger), and directorate (favoring Ramallah and Al-Bireh). The study recommends involving teachers in formulating the school's future shared vision and providing the necessary professional development programs to support change management implementation.
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