This study was an exploration of the pedagogues' perception of the management approach to change in a particular public school and this was related to the pedagogues' attitudes to change. A qualitative method was used by conducting a case study in a primary school in Kwa-Zulu Natal, to investigate the management of change, with reference to the implementation of the new IQMS (Integrated Quality Management System For School Based - Educators) and what this change management was like. The results of the study were that there are forces (and needs) for change in the organisation, e.g. IQMS was externally mandated to be implemented in all schools.
Finally, a summary of the results from the literature study and the results of the case study was presented. It was found that change management generally had a positive impact on the educators' attitudes towards change at this school. However, statistical analysis showed positive correlations between management and staff.
INTRODUCTION
- INTRODUCTION
- BACKGROUND AND PURPOSE OF THE STUDY
- THEORETICAL LOCATION OF THE STUDY
- KEY QUESTIONS
- RESEARCH METHODOLOGY
- LIMITATIONS OF THE STUDY
- STRUCTURE OF THE STUDY
The organization was therefore able to reduce negative educators' attitudes towards implementation earlier in the rollout of the change strategy. The study also examined whether teachers in the pilot school collaborated with each other and determined whether the policy implementation had commitment from all parts of the organization. Did the educators simply do what the organization demanded of them or did they actively participate in the decision-making process?.
The aim of the study was to develop an understanding of the relationship between change management and educators' attitudes towards change in a particular primary school. The findings of the study cannot be generalized, as it is limited to this particular school.
CHAPTER TWO
LITERATURE REVIEW 2.1 INTRODUCTION
- CHANGE
- THE NEED FOR CHANGE
- TYPES OF CHANGE
- ATTITUDES
- DIFFERENT ATTITUDES TOWARDS CHANGE
- COMPONENTS OF ATTITUDES
- MANAGEMENT
- MANAGEMENT THEORIES
- MANAGING CHANGE IMPLEMENTATION
- NEGATIVE ATTITUDES TOWARDS CHANGE
- CONCLUSION
The aim of the study is to investigate the relationship between managing change and teachers' attitudes towards change. They are based on the assumption that organizational goals are ambiguous and need to be contested. The application of ambiguity theory largely depends on the degree of turbulence in the organization.
Another reason is the teachers' commitment and capacity for the change program (Kotter, 1994). It is important for managers to be informed about some of the reasons for educators' negative attitudes towards change.
22 CHAPTER THREE
THE RESEARCH METHODOLOGY
- INTRODUCTION
- METHODS OF RESEARCH
- RESEARCH INSTRUMENTS
- QUESTIONNAIRE
- INTERVIEWS
- DESIGN OF THE RESEARCH INSTRUMENTS
- THE QUESTIONNAIRE
Through the process of questionnaires and interviews, the perceptions of the individuals about the management approach to change and. The use of the questionnaire in conjunction with the interview was decided on the basis of Cohen and Manion's (1994) advice that it is generally good practice to use questionnaires together with at least one other collection tool. The pros and cons of each of the tools and how each has been used to optimal advantage are discussed below.
The reasons for choosing the questionnaire were as follows: Sometimes the way the question was asked in the interview may have influenced. Herbert and Herbert (1990) mentioned another weakness, namely that if respondents interpreted questions differently, the validity of the information obtained could be compromised. The topics and questions from the questionnaire determine the course of the interview, as stated by Behr (1983).
The interviews are conducted with the aim of gaining a deeper understanding of the reasons for certain answers that the respondents may not have otherwise disclosed in the questionnaire. Thus, the interviews were useful in providing ideas, approaches and cues that were not revealed in the questionnaire. The composition and design of the questionnaire and interview schedule went through several drafts.
This was in line with the view expressed by Cohen and Manion (2000), that it is necessary to have biographical information at the beginning of the questionnaire as most people enjoy introducing themselves. Moreover, I needed such information to analyze the responses on different variables, since attitudes are usually assessed in the context of many interrelated factors such as age, gender and rank of the educator. The rest of the questions were therefore directed at addressing this important goal.
28 frequency of change that the educators were subjected to. Question 4 was to
29 The above questions gave the researcher some indication of how other
THE INTERVIEWS
This instrument was first designed after analyzing data collected through the questionnaire. Discussions of the interview findings are presented together with the findings from the questionnaire in the next chapter.
PROCESS FOR DATA COLLECTION
- PILOT STUDY
- ADMINISTRATION OF THE QUESTIONNAIRE
- ADMINISTRATION OF THE INTERVIEWS
- PROCESSING OF THE DATA
The reason for this was to raise questions that required further investigation (see appendix 2). It helped to eliminate ambiguities in the wording or choice of words in the questions and improvements were made from the comments, questions and suggestions made by. After analyzing the responses from the questionnaire, there were several issues that needed to be addressed.
Respondents indicated that it took them approximately 10-15 minutes to complete the final version of the questionnaire. Cohen and Manion state that this selection method is called 'sampling', where each element in the school has a known and equal. This allowed the researcher to analyze the data with the intention of identifying issues that needed further exploration through interviews.
The individual interviews were conducted with 23% of the staff, which included the principal, deputy principal, two heads of department and three level one educators. Selection of educators for the interview was every tenth educator on the staff attendance register. According to Van den Aardweg & Van den Aardweg (1988), frequency tables are useful for forming impressions about the distribution of data.
Frequency distribution was used in the study to organize the data obtained from the questionnaires for simplification. They gave percentages that reflected the number of answers to certain questions in relation to the total number of answers. The average was calculated by adding up all the scores and dividing the total by the number of respondents.
LIMITATIONS OF THE STUDY
Data were collected by recording the information with pen and paper rather than with a tape recorder.
33 provided qualitative findings, the limited number of samples in this study
CONCLUSION
This chapter has attempted to outline the methods used in the collection and analysis of data.
35 CHAPTER fOUR
DATA ANALYSIS AND DISCUSSION OF fiNDINGS
- INTRODUCTION
- PERSONAL DETAILS
- ANALYSIS OF FINDINGS
- DISCUSSION OF FINDINGS
- EDUCATORS' ATTITUDES TO CHANGE IN GENERAL
- ANALYSIS OF FINDINGS
- PERCEPTIONS ON EDUCATOR'S ATTITUDES TOWARDS IQMS
- ANALYSIS OF FINDINGS
- PERCEPTIONS ON MANAGEMENT OF IQMS
- ANALYSIS OF FINDINGS
- EDUCATORS' PERCEPTIONS ON HOW THE MANAGEMENT OF CHANGE IS AFFECTING THEM
- ANALYSIS OF FINDING
This fulfilled the objectives of the study in determining educators' perceptions of change management. The purpose of the question was to ascertain whether all respondents understood the purpose of the IQMS. According to the data collected, 75% of the respondents indicated that they understood the purpose of the IQMS, while 25% felt unsure about the purpose.
These respondents believed that the process was based on the subjectivity and accuracy of the assessment of scores. 13 percent of the respondents stated that the SMT had a clear vision and strategy for the implementation of laMS (all the SMT members fell into this category. Most of the respondents (60%) disagreed with the question that the management had regular orientation meetings for advise staff on changes (IQMS) taking place in the organization.
During the interview it emerged that the client had little confidence in the details of the process. According to Table 17, 20% of respondents felt that the SMT (particularly the HODs) led the process, while the findings show that 70% felt that the SMT did not lead the process. Few (10%) of respondents were unsure who was leading the process at school.
The findings were that 70% of the respondents felt that they were consulted about the decisions that were made. These educators stated that they were not consulted for input and did not feel a sense of belonging or part of the institution. The other 23% of respondents felt that the management style of the SBS was that of a Laize-Faire approach.
Respondents' perceptions of whether SMT emphasized teamwork were as follows: the data reflected that 63% of respondents stated that SMT emphasized teamwork. None of the respondents felt that they did not have a good relationship with SMT.
53 relationship was one of indifference while 16 % were unsure of what
CONCLUSION
This had a more positive effect on educators as it flattened the vertical management structure of bringing ideas about how change policy should be implemented. This is consistent with Behr's (1998) view that when there are more horizontal structures in a school, teachers do not feel threatened by the principal's authority. The management team does not seem to have taken the transformational approach it could have.
55 profound and extraordinary effect on the educators' attitudes to
CHAPTER FIVE
CONCLUSIONS a: RECOMMENDATIONS
INTRODUCTION
CONCLUSION
57 (SMT) were not absolutely confident of their knowledge of the system to train
RECOMMENDATIONS
58 individuals subjected to change go through various emotions and attitudes in
FUTURE RESEARCH DIRECTIONS
Ministry of Education (1996) Changing Management to Manage Change in Education, Report of the Task Team on the Development of Education Management. Quality Management Systems (IQMS) for School Teachers./. Sources of stress among HR professionals. The stressor: another item on the change management agenda? Journal of Organizational Change Management, Vo1.10.
1994) School Based Management, A Critical Perspective Educational Management and Administration Research Methods for Business Students, 3rd Edition.
INTERNET REFERENCES
STRICTLY CONFIDENTIAL
QUESTIONNAIRE
THE RELATIONSHIP BETWEEN EDUCATORS' PERCEPTIONS ON CHANGE MANAGE1VIENT AND THE EDUCATOR'
ATTITUDES TOWARDS CHANGE: A CASE STUDY OF IQMS IlVIPLEMENTATION AT A PRIlVIARY SCHOOL
1\1RS. SARASVATHIE PILLA Y
DISSERTATION SUBJECT: THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF CHANGE MANAGEMENT AND TEACHERS' ATTITUDES TOWARDS CHANGE: A CASE STUDY OF IQMS. All information will be treated as strictly confidential and no personal details will be disclosed in the findings nor will the name of any school be mentioned. The following questionnaire hopes to explore the relationship between change management strategies and teachers' attitudes towards change implementation (with reference to IQMS).
Place an X in the block, where appropriate, that best restores your view for each of the following items. 10 Explain your answer to 9. 11 Change is a very personal experience; therefore every educator who will be affected by IQMS should have the opportunity to work through this experience. What is your response to this statement?. Does management have regular brid! sessions to advise staff about the changes taking place in the organisation').
Do you think that enough time is being spent on the implementation of IQMS in your school? Does the SMT consult with educators before making decisions about work') .. how does this affect you as an educator. !'.lrs.S.Pillav.
