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Organizational Change in Schools

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https://journals.sagepub.com/doi/full/10.1177/2096531120932177


Article Information

Article first published online: August 14, 2020

Received: October 10, 2019; Accepted: May 14, 2020


Author

Kadir Beycioglu 

Dokuz Eylül University 

Yasar Kondakci 

Middle East Technical University


Abstract 

Purpose: This review aims to discuss the meaning of organizational change, change dynamics, and the current state of debates on organizational change in schools. The core purpose of this review is not only to restate the literature on organizational change in schools but also to challenge the current theoretical understanding of change in schools by rising the new perspectives on change in schools.

Design/Approach/Methods: As part of this effort, we discuss the dominant perspectives of change, forces of change, and illustrate the interventions adopted by different school systems to deal with the need of change.

Findings: The literature on change in schools suggests that, parallel to the change intervention in other organizational settings, largely fail. Falling short of intended goals in change interventions is not a simple methodological problem but rather an ontological issue of how we perceive change and organization. Parallel to the arguments in the literature, continuous change has been indicated as an alternative perspective to planned change. Finally, leadership has been indicated as a key driver of organizational change.

Originality/Value: The review discusses applicability of continuous change and elaborate on alternative leadership approaches to guide continuous change in schools.


Keywords 

Continuous change, educational change, leadership organizational change, schools


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