Unpacking resistance to change within‐school reform programmes with a social justice orientation

Hynds, Anne

doi:10.1080/13603124.2010.503282

Cited by 28 publications

(27 citation statements)

References 6 publications

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“…Hynds (2010) finds that much has been written about supportive and successful conditions but significantly less has been published on obstacles and challenges in the concrete implementation of reforms.…”

Section: Working Practices Of External Consultants In School Consultimentioning

confidence: 96%

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

2014

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In Germany, it can be observed that schools increasingly take advantage of experts from the outside in their further pedagogical and organizational development. Regarding their profession and the area of content to which they are assigned, these experts represent a heterogeneous group. This contribution assumes that several patterns can be observed that have to do with the professional background of the consultants as well as with the content and the way these consultants work. It takes up insights from a larger research project conducted in the German state of North Rhine-Westphalia from 2009 to 2012. The project's findings were gained by means of a standardized survey of 957 school administrations and case studies at six schools with standardized interviews of teachers (20-87 per school), qualitative interviews with school administrations and teachers (5-8 per school), as well as document analyses on the design, the process and results of the external consultation of schools. The results indicate that there are two different types of consultation: the consultation of the entire teaching staff in the area of teaching development with a consultant who is directly connected to the school system (type 1), and a consultation of subgroups of the teaching staff in the area of organizational and personnel development with a consultant from outside the school system (type 2). This contribution provides new insights into a field that has in the German speaking context so far not been well researched.

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Section: Working Practices Of External Consultants In School Consultimentioning

confidence: 96%

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

2014

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“…As new education professionals who are committed to advocacy both within and beyond the school attempt to bring about progressive change, they can expect to encounter resistance from those who see their privileges threatened (Hynds, 2010;Star, 2011;Theoharris, 2007). They will also encounter a micro-politics of self-interested resistance from some teachers who will not be willing or able to push beyond their professional comfort zone (Payne, 2008).…”

Section: Toward Principled Resistance and Advocacy Professionalismmentioning

confidence: 99%

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Anderson

Cohen

2015

EPAA

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Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of Neoliberal policies and New Public Management pracitces on teachers and principals and the ways they result in a “new professionalism.” The authors provide a framework for studying how these new polices and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.

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“…Resistance to change connotes the attempts of other role players to sustain the status quo when pressure is applied to bring about change (Hynds, 2010). Some of the factors that cause resistance to change are loss of familiar and reliable situations, loss of personal choice and values, possible loss of authority, fear of change, competition, pressure, habit and dependence.…”

Section: Resistance To Implementation Of Tqmmentioning

confidence: 99%

The resistance to change in implementation of total quality management (TQM) in Iranian schools

et al. 2015

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Purpose – The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of principals’ and teachers’ gender and years of experience on resistance to change. Design/methodology/approach – This study presents the results of survey research carried out in Iran. The participants of this study are secondary school principals and teachers. The researchers employed descriptive analysis on data collected. Independent sample t-test was used to determine the difference in resistance to change based on teachers and principals gender, and one-way ANOVA and Kruskal-Wallis H-test were applied to determine the difference in resistance of teachers and principals based on years of experience. Findings – The researchers found that the level of resistance to change in Iranian schools is medium; the most important factor for resistance to change is confidence in the status quo. Gender has an effect on resistance to change only for teachers. Years of experience do not have an effect on resistance to change. Originality/value – The study identifies some useful points for school’s principals and teachers to implementation of TQM in school.

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Unpacking resistance to change within‐school reform programmes with a social justice orientation

Cited by 28 publications

References 6 publications

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

The resistance to change in implementation of total quality management (TQM) in Iranian schools

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