Managing teacher balkanization in times of implementing change

Shun Wing NG

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Purpose - The purpose of this article is to report an exploratory study designed to illuminate how school cultures and teachers’ value orientations are impacted 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 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. Copyright © 2011 Emerald Group Publishing Limited.
Original languageEnglish
Pages (from-to)654-670
JournalInternational Journal of Educational Management
Volume25
Issue number7
DOIs
Publication statusPublished - 2011

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teacher
faction
school
innovation
time
school culture
value-orientation
qualitative research
Values
Group
incentive
leader
paradigm
methodology
interview
management
Innovation
Factions
Parental involvement

Citation

Ng, S. W. (2011). Managing teacher balkanization in times of implementing change. International Journal of Educational Management. 25(7), 654-670. doi: 10.1108/09513541111172072

Keywords

  • Educational change
  • School innovation
  • School culture
  • Parental involvement
  • Change management
  • Educational administration
  • Teachers
  • China