Managing teacher balkanization in times of implementing change

Purpose - The purpose of this article is to report an exploratory study which was designed to illuminate how school cultures and teachers' value orientations are affected by the educational change of parental involvement.Design methodology approach - The qualitative research that informs this p...

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Bibliographic Details
Published in:International journal of educational management 2011-09, Vol.25 (7), p.654-670
Main Author: Ng, Shun-wing
Format: Article
Language:English
Subjects:
Accountability
Children & youth
Committees
Cooperation
Decision making
Education reform
Educational Change
Educational Innovation
Empowerment
Foreign Countries
Governors
Hong Kong
Innovation
Innovations
Intervention
Interviews
Leadership
Parent Participation
Parent Role
Parent School Relationship
Parents & parenting
Participation
Power
Professional development
Qualitative Research
School Based Management
School boards
School Culture
School effectiveness
School environment
School principals
Students
Teacher Attitudes
Teachers
Teaching
Values
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Summary:Purpose - The purpose of this article is to report an exploratory study which was designed to illuminate how school cultures and teachers' value orientations are affected by the educational change of parental involvement.Design methodology approach - The qualitative research that informs this paper is conceptualized within the interpretive paradigm. Two schools were selected purposefully for the study. In-depth interviews with 12 teachers and their principal were conducted in each school where observation took place for half a year. Eventually themes and dimensions of teachers' value demarcations emerged in times of change.Findings - The study demonstrates that three balkanized factions of teachers were wrestling at school. The first balkanized teacher group welcomed the innovation of parental involvement. The second faction of teachers who disbelieved such innovation was found diffident and conservative, and demonstrated resistance to change. The third type of teachers was of a majority who might or might not take part in implementing change. However, once incentives were imposed from the management, they would probably be assimilated.Research limitations implications - The study aims at illuminating teachers' responses to change. It does not attempt to make generalization.Originality value - The study reveals that managing teacher balkanization in times of change, school leaders' personal beliefs and their early intervention, are of paramount importance.
ISSN:0951-354X
1758-6518
DOI:10.1108/09513541111172072