Plan for Final Presentation Commentary

The role of leadership in promoting change in education:

Literature Review project

Ibukun G. Akinwalire

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Leading Change – 7502MALED

27th November, 2022

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Table of Contents

Introduction and Rationale ……………………………………………………………. 3

Methodology ……………………………………………………………………………4

Literature Review …………………………………………………………………….. 4 - 14

Findings ……………………………………………………………………………… 15 - 17

Conclusion and Implication ……………………………………………………..……17 - 18

References …………………………………………………………………………… 19 - 23

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Introduction

Every organization experience some form of change at some point. This is likewise true of

educational organizations. However, with the event of Covid-19, globalization and the rapid

changes the world is encountering in technological advancement and socio-economic

circumstances which define the present period (Gunther, 2000), the education system is now

posed with the challenge of facing the frequent need for changes (Salim, Francoise and Mari,

2017). This has brought the need for strong educational leadership as they play a crucial role in

championing this change.

Over the years, due to the rapidly changing educational environment (Park, 2012), there has

been a redirection of the responsibilities of school principals and management from managerial

roles of running the day-to-day affairs of the school to leadership roles for leading change

(Fullan, 2016). However, the process of implementing change can be daunting for both

principals and teachers due to external and internal factors (Shultz, 2014). Hence, the process of

leading change has become a paramount skill education leaders must master and harness as they

play a critical role in guiding the school through the process of change.

This research paper aims to critically analyze the role of school leadership in effectively

leading change in education. To determine how leadership can promote change in education

settings, the literature review will be centered around four research questions. These are:

1) How can school leaders effectively lead change in education?

2) What is the role of the teacher in leading change?

3) What are some barriers and challenges faced in leading change in education?

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 Literature Review

Methodology

The study approach utilized for this research is a Literature review project. Credible scholarly

articles in the education sector were studied. Literature searches were undertaken using

keywords: Leadership and change in education, leading change, the role of teachers in leading

change, resistance to change, and organizational change management. Recent articles from the

past ten (10) years were selected and close to seventy (70) articles were read and analyzed. The

context of the researchers’ chosen area of leading change is school leadership of an Elementary

school where the need for change arises internally. In reviewing and analyzing how leadership

can promote change in education, the researcher critically examined what different authors have

written regarding different factors for leading change and other scholarly angles on how

educational leaders can promote change.

1) How school leaders can effectively lead change in education

To change is to modify, to metamorphose, to make different, to transform. It is the

transitioning from one form or state of a different situation or conditions of an affair (Aninkan,

2018). Van de Ven and Poole (1995) cited in Baglee et al (2007) further elaborate that change is

an empirical finding of improvements, altercation and modification in an organizational entity's

form, quality, or state over time. Change is a natural and inevitable phenomenon that

organizations encounter and experience in the cause of existence. It is popularly said that the

only thing that does not change is change.

It is an established fact by many scholars that leadership plays a very important role in

leading and giving direction to change (Awour and Kamau, 2015; Moswela and Kgosidialwa,

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2017). Leadership and change are inextricably linked. Leadership is an important factor for

change to occur successfully in any organization because it involves influencing the behaviour of

others and motivating people towards the achievement of an organizational goal (Moswela and

Kgosidialwa, 2017) which in this context is embracing and implementing change. When we talk

about leadership in the educational setting or school leaders, the focus is majorly on the

principal. The principal has the school leaders have several roles to play in leading change.

These roles are important during change readiness, change management and change appraisal.

1.1 The role of school leaders before a change

Emotion and change are inseparable. The other is implicated by both. There is no human

change that does not involve emotion, and every emotion embodies a temporary or significant

process of change. (Hargreaves, 2004). The main issues organizations face when implementing a

change model have less to do with strategy, structure, and systems and more to do with changing

the behavior of people (Hargreaves, 2004). Hence, the principal, who is seen as a supporter and

champion of change (Mansaray, 2019), in a school setting, is saddled with the responsibility of

leading change, to setting the climate for change readiness and healthy receptiveness towards

change. This phase is as important as the change implementation phase because it forms the

foundation and bedrock for a long-lasting change.

Change begins inside out. It begins with the leader: the leader’s behaviour, attitude and

leadership style. To be a promoter of change, school leaders must portray appropriate leadership

behaviour and style which will determine the success of the change process (Fessehatsion, 2017;

Awour and Kamau, 2015). Akinbode and Shuhumi (2018) further agree that change leaders

would be capable of influencing and eventually changing the behaviors of employees, teams, and

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the organization as a whole through the use of appropriate behaviours that breeds trust among the

teachers and stakeholders.

School leaders, as well as the principal, should possess strong leadership skills of visioning,

influencing, motivating, listening, encouraging and motivating. In addition to having strong

leadership abilities, an effective leader should also possess certain traits, such as respect,

empathy, passion, consistency, trust, and vision, since only these traits are necessary for fostering

employee trust (Mansaray, 2019). The principal as a transformational leader (Bradley, 2020;

Acton, 2021), significantly affects teachers' commitment to change and reform, according to

Fullan (2002). Smith and Bell (2011) cited in Acton (2021) as well as Ajmal et al (2012), also

argued that the most successful leadership approach for bringing change is transformational

leadership. According to Acton (2021), higher levels of success can only be attained by

integrating transformational leadership to create strategies that will boost employees' growth and

motivation resulting in a workforce that is both inspiring and aspirational. The principal, as a

transformational leader, should encourage and motivate the teachers to be leaders who set goals,

innovate and create change (Awour and Kamau, 2015), giving them a chance to be creative and

to look for new solutions to existing problems (Bradley, 2020). Consequentially, the teachers are

also prepared to become transformational leaders themselves which can be achieved as the

principal creates a learning organization emphasizing mentorship and training (Bradley, 2020).

The principal, in preparation for creating a change readiness climate in the school, should

build a school that functions as a learning organization. According to Akinbode and Shuhumi

(2018), a major priority for the principal is to turn the school into a learning organization where

there is the creation of continuous learning opportunities; promotion of dialogues, inquiries,

collaboration, team and shared learning towards school improvement; empowerment of people

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toward a collective vision; and provision of strategic leadership for learning (Meyer et al, 2022).

Professional development should be a core culture in the school both for the school leaders and

teachers. The principal must be the lead learner (DeLucia, 2011). The principal must be seen as a

proactive learner who is abreast of recent technologies and developments (Cranston, 2013) and

who is leading others to learn. The professional development programme should include avenues

where school leaders are properly educated with the knowledge of change management process,

measuring educational capacity, technical know-how of risks, understanding the complexities of

change, knowledge of emotional intelligence in managing the emotional response of people and

implementation strategies (Kee and Newcomer, 2008). This foundation will play a significant

role in the successful implementation of a change process.

The principal has a role to play to promote healthy and supportive organizational culture for

change receptiveness and readiness (Hall and Ford, 2015 cited by Acton 2021). Organizational

culture includes both the norms and values of the organization and the collective mindset,

attitudes and behaviours of the employees that bonds them together (Baglee et al, 2007). The

principal is saddled with the onus of building a community of teachers where they engage in

high-level collaboration and communication, friendliness, openness and trust, constant

engagement in decision-making, creation of shared vision and joint implementation, and strong

organizational support and understanding among team members. Fessehatsion (2017) further

supplements the list by adding that the principal should also promote a school culture of

distributive leadership and participatory decision-making. Healthy organizational culture is

important because it positively influences employees’ behaviour and emotional response toward

change, making them ready, and more receptive, and reducing the likelihood of change

resistance (Borkowski, 2013). School leaders build trust by staying true to their word, openly

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discussing projects and plans, and developing communal trust among teams, partners, and

individuals (DeLucia, 2011). These organizational cultures will form the bedrock on which

change processes will thrive.

1.2. The role of school leaders during change

According to Kotter (1996) cited in Appelbaum et al (2012), in leading change, the leaders

ought to understand the nature of the change and create a sense of urgency. However, Serry

(2013) and Beer and Nohria (2000), argue that school leaders understand the nature of change,

and creating a sense of urgency ought not to be employed as a top-down approach. Hargreaves

(2004) further argues that school leaders approaching a top-down approach may make teachers

dispassionate about the vision and change measures. Serry (2013) and Beer and Nohria (2000)

expand that an important factor for school leaders to promote change is to employ an integrated

approach (bottom-up (theory O) and top-down (Theory E) approach) since the teachers are the

implementors of the change and more often the school leaders are far from the dynamics within

the classroom hence the teachers should be involved in the change process from the onset.

Hence, a critical role of the principal in the organizational role is to involve teachers in decision-

making processes and shared responsibilities for change processes so that the teachers will have

a voice and feel empowered (Meyer et al, 2022).

Meyer et al. (2022), Jain, Asrani and Jain (2002), and Aninkan (2018) all support the

participatory approach to decision-making because it encourages people to participate actively,

which is likely to increase their enthusiasm and commitment to the change process. They agree

that the principal should have a vision of the direction of either a necessitated change or an

inspired change and proposed outcome. However, the principal should not just impose his or her

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ideas on the teachers which may meet a higher level of resistance but the principal should guide,

inspire and support a shared vision where the teachers are involved in seeing a significant

disconnect between the school’s mission and vision on one hand while comparing it to its current

state. Subsequently, detecting problems and identifying the points of change through the wise

and tactical guidance of the principal who already understands the nature and direction of the

proposed change. This is to harmonize a top-down and bottom-up approach to visioning.

Increased participation of employees in making decisions about various aspects of the process

increases commitment and staff ownership of change.

A collective understanding of the need for change and an inspired shared vision should lead

to an increased level of communication where concerns, fears, demands, risks, challenges and

opportunities accompanying the change can be extensively discussed and deliberated. The

principal should hold meetings and foster communication within the community of leaders.

Jacobs, Beck & Crowell (2014) study showed that a context for change was fostered as teachers

asked questions, engage in collaborations and conversations across learning communities and as

the principal communicate with the staff and team leaders. An established culture of high-level

communication, trust and transparency gives an abundance of room for employees to identify

areas of need and the need for a support system.

Subsequently, high-level communication bordering around all the dimensions, concerns and

implications of change breeds a higher level of clarity and oneness among the staff which

increases teachers’ collaboration. Teachers’ collaboration accelerates joint discussion, creation of

strategic action plans, formation of best team members and proposed steering groups suited for

different tasks around the change process and strategies to achieve the change goal and vision.

Aleta (2011) supports this claim by stating that that the principal should intentionally encourage

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teachers’ collaboration and effectively tap into staff's creative talents and skills. Team

collaboration aids in designing clear goals and targets for each process of change, developing

specific strategies for achieving these goals, and allocating team leaders with responsibilities

associated with those goals and conveyance of clear operational strategies for change (Robinson

et al. 2017 cited in Mcluire and Aldridge, 2022). In agreement with this, Kotter (1996) cited in

Appelbaum (2002) further implied that the principal should guide a powerful team coalition. To

deliver change leadership, the school leaders assemble and supports a leading team that

possesses the credibility, expertise, connection, reputation and formal authority to steer different

aspect of the change process. This phase's goal is to formalize a group with the authority to lead

a significant change so that they may begin to collaborate more effectively.

The principal has the role of leading change by supporting professional learning

communities, professional development and promoting learning at every level (Fullan, 2005)

targeted at ensuring practices, capacities, technical know-how and strategies are well-developed

to reach the goal. The principal should support with time, resources and acknowledgment; acting

as a role model through behavior and actions and promoting learning at every level. Aleta

(2011) asserts that a strong system of training and mentoring must be present in the change

process. Teachers are the most important resources in translating the school's vision into a

physical reality hence they must be highly valued and empowered with effective training and

mentoring should be an investment in them. Banglee et al, (2007) further support the role of

training in fostering change by positing that training helps to reduce resistance and lessen the

fear of the unknown of failure. Training and mentoring also serve as a form of motivation

especially because it serves not only as a benefit to the school but also to the staff as it

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contributes to their personal development. It also depicts the involvement of teachers in the

change process.

1.3 The role of school leader after change implementation

Just as a pre-change phase is necessary, a post-change or post-implementation phase is also

imperative. The staff and other stakeholders should be duly recognized for their effort and also

rewarded after successful implementation and recognizable results. This will further prepare the

ground for the positive reception of future change plans and processes. DeLucia (2011) supports

this view by stating that it is imperative to acknowledge contributions by linking rewards and

performance because it will build the self-confidence necessary for future endeavours. School

leaders should demonstrate the profit of success, and link any reward with meeting only high-

quality goals and standards. The principal should administer rewards and effective feedback

should be given for the proper evaluation of actions and efforts.

The principal should keep overseeing the implementation of the change plan by setting up a

monitoring and evaluation team that ensures adherence, compliance, progress, and successful

implementation which matures into a sustainable system.

2) The role of the teacher in leading change

Teachers play a vital role in leading change and they are to be seen as partners and not just

executors of one's vision. The value placed on teachers is increasing and they are now perceived

and utilized as change agents who are highly important to a successful change process (Brown,

White and Kelly, 2021). Change agents are people who support, promote and are the catalyst

that enables change in an organization. They act as a driving force seeking the overall well-being

of the organization.

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 Teacher leadership is a popular strategy or approach for preparing teachers to be inculcated

in the change process and motivation in leading change. Teacher Leadership should be

embedded in the school system to have a structure the school leadership can fall back on in times

of critical decision making hence the teacher has a role to be responsible for affairs with

dedication and commitment. Lai and Cheung (2015) argue that the two major elements that help

teachers to transit from being just collaborative teachers to change agents are 'vision' and

'empowerment' which places them as teacher leaders. The teacher should have personal goals

and vision for the advancement of the school and take initiative in leading school improvement

in their area of assignment.

Lai and Cheung (2015) provided a detailed study in this area of teacher leadership and the

vital roles they play in introducing and executing change. The following roles were suggested:

1) Teachers’ communication and collaboration.

2) Teacher’s participation in decision-making.

3) Adherence to school culture and participating in the learning environment

4) Translating ideas into strategies and action

5) Taking initiatives for school success and development

6) Striving for pedagogical excellence

3) Barriers and challenges in leading change

Resistance to change is a well-established barrier to organizational change. Resistance to

change is the reluctance to adapt to change when needed (Jain, Asrani and Jain, 2018). There are

several research article that suggests that schools and teachers are inherently resistant to change

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(Kirkland and Sutch, 2009). Albaugh (2007) cited in Kirkland and Sutch (2009) argues that

teachers frequently have reservations about novel claims and the adoption of novel concepts

without evidence of their efficacy. Irrespective of how well-thought-out and administratively

flawless a proposed change may be, individuals in an organization might still show some form of

dealignment (Yılmaz & Kılıçoglu, 2013 cited in Aninkan, 2018). There are many reasons why

teachers may resist change.

Change should be beneficial to not only the school but also the staff. Teachers are liable to

resist change when the teachers cannot see the benefit of the change both on a personal and

organizational level, when the change is not warranted and when they do not see the need for

change (Schmidt & Datnow, 2005). Similarly, if there is a lack of trust existing between the

principal and the staff, that is, if the principal has not earned the trust of the staff, some resistance

from the staff may occur and it may be that the teachers are responding more to the leader’s

behaviours, leadership style and past antecedents, rather than to the change itself (Hargreaves,

2004).

Poor communication is another major barrier to effective and successful change

implementation. Communication between the school leader and the teachers is at the very heart

of change management. McLuire and Aldridge (2022) posit that when a culture of transparency

and collaboration is absent, the vision and implication are not properly communicated and

concerns are not properly addressed, the teachers may resist the change. Aninkan (2018) further

adds that change comes with certain emotions such as unpredictability, uncertainty, fear, anxiety,

insecurity, and constant communication would help to support clarity of expectations and allay

concerns and fears.

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 Jain, Asrani and Jain (2018) posit that a decrease in teachers’ involvement and participation

in decision-making, and a lack of proper engagement of teachers in the planning process is seen

to be another major barrier to change implementation. The non-involvement of teachers in the

decision-making process leaves them dispassionate and somewhat detached about the change

goal and process.

Furthermore, barriers in the school structure such as lack of preparation and implementation

time due to current practices and responsibilities and obligations, lack of resources and know-

how and lack of support from the principal in addressing these issues all pose a great threat to

successfully leading change. In a study carried out by Hargreaves (2004), teachers cited reasons

for negative emotion and opposing attitudes towards planned change was because of too much

pressure and insufficient support, reflecting as shortage of time, work overload, demand on

finishing the curriculum, poor implementation, excessive marking, intolerable pace, inadequate

resources, shortage of time and weak leadership.

In addition, where there is a lack of proper training and development to implement change

and limited capacity of the teachers to implement change, that state can leave them incapacitated

and stranded on how to effect the necessary change even if there is a willingness to implement

the change. Acton (2021) asserts that many educational reforms fail due to a lack of

understanding of the change management process and adequate capacity to effect the proposed

planned change.

Yilmaz and Kilicoglu (2013) examined some solutions to these barriers by highlighting that

participation and involvement, education and communication, facilitation and support,

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negotiation and agreement, and manipulation and cooptation are necessary strategies and actions

in managing resistance.

Findings

The analysis from the literature review surfaced four key findings:

Firstly, the researcher discovered that five major themes that cut across the leading of change

in many research articles, scholarly works, and change models are: visioning, communication,

teamwork, support system (including training) and strategic implementation. However, the two

most important themes are visioning and supporting a powerful coalition of team members. This

view is supported by a study carried out by Meyer et al. (2022) involving three schools, where

one had a failed attempt in implementing a change, the other successfully implemented a change

and the last was observing an ongoing change process. The findings from the survey showed

major success factors that strongly contribute to organizational change. They can be collapsed

into two themes which are visioning and supporting a powerful coalition of team members and

expanded into the following, "(1) setting goals and developing strategies for implementing

innovations, (2) involving teachers in decision making, (3) supporting teacher teams on the

process level, (4) supporting teacher teams on the motivational level" (Meyer et al, pp.18). In

addition, a growing number of empirical studies give credence to the adoption of a shared vision

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and increasing teachers’ participation in decision-making rather than the organizational leader

creating a vision for change which seem to be the base of some change models.

Secondly, the researcher discovered that the professional development of the principal, who

is the organizational leader, plays a huge and significant role in the successful implementation of

a change process. A survey was carried out by Acton (2021) amongst five principals in an

elementary school in Ontario to investigate whether the professional learning they have gotten

has prepared them for their role in leading change. The principals who participated in the study

agreed that school leaders play a vital role in leading and implementing change. However, they

also acknowledged that they had gotten very little formal training on how to successfully affect

change at their schools. Acton (2021) posits that the development of a principal as a champion of

change, capable of leading change, is bolstered when strategic professional learning methods and

professional development is inculcated to foster adequate knowledge and skill to implement a

change process. Fessehatsion (2017) findings from a survey are complementary to Acton (2021)

findings, where teachers suggested that for effective implementation of a change process, the

principals should engage in refresher courses that support and equips them for the effective

management processes involved in organizational change. Leading change processes and change

management should be taught at the professional development level for principals aside from the

regular and popular topics that are taught during professional development programs.

Thirdly, it was incredible to observe from various studies that training and development

which is a celebrated factor and a necessity in successfully executing a change process is met

with obstacles in the actual world, especially around financial and time implications of executing

these trainings. Reviewing the analysis of Baglee et al. (2019) study which comprised various

organizations in four different countries (UK, Denmark, Spain and Greece) on how they

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managed a change process, the researcher observed that the training given were not adequate,

effective or sufficient to execute a change plan. Some trainings given were limited due to

financial implications. Moreover, it was observed that the teachers were occasionally asked to

pay for their trainings which may be accompanied with some level of implications. Sometimes

the trainings cannot be attended because of the school workload or the inconvenience of time to

attend the training.

Lastly, an interesting yet insightful discovery found during this study is that resistance to

change is not always negative. Resistance to change also has a positive side. This is in line with

the claim of Jain, Asrani and Jain (2018) who stated that school leaders often perceive resistance

in a negative light and viewed as an obstacle, rebellious and a hindrance to achieving the change

goal. However, in some circumstances, resistance to change by the employee can play a positive

and essential role in a change management process. Disagreement, criticism and constructive

debates may not be a sign of negative resistance but of more understanding, options and

solutions. Dent and Goldberg (1999) cited in Walk (2022) argue that people do not resist change

in the sense of what change is but instead they resist the consequences associated with change

implementation, for instance, more work hours, change of routine to unfamiliar tasks, etc. Fear

of the unknown propels the resistance. Resisting change may be a pointer to genuine obstacles in

the process that might hinder a successful implementation of the planned change. It forces the

leadership to listen and get feedback. When concerns fostering change resistance are adequately

resolved, it strengthens the change process and management. Solano and Martins (2019) add

that resistance to change, from an alternative approach, can be seen as a useful attitude that can

foster learning, insight, and improvement of strategy.

Implication of future aspects/Conclusion

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 The research attempted to highlight the role of school leaders in leading change. Critical

issues bordering on the role of the principal in leading change, the role of the teacher in leading

change, barriers, and solutions to leading change were all investigated. In conclusion, school

leaders indeed play a vital role in leading change, and by employing exceptional leadership and

engaging the factors that aid change, the goal of leading change will be achieved. Notable

findings are that a shared vision, high-level communication, powerful team members, a strong

support system (including training), and strategic implementation are a critical factor for leading

a successful change process. Furthermore, professional development is a key factor ascertained

as having a remarkable impact on school leaders for leading change. In addition, it was observed

that resistance to change is not always negative. It can be utilized positively. According to these

findings from this study, the researcher recommends a system of professional development and

in-service training for all principals and teachers sponsored at the national level to reduce the

cost of training.

Limited information is available on student leadership. Students also have a role to play in

leading change in the school organization and I recommend that more research should be made

in the area of student leadership in leading change. Finally, in conclusion, I strongly believe that

the principal as a school leader can lead a phenomenal change if greatly equipped and skilled in

leading change.

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The word count for the literature review is 4,496 words. This is excluding cover page, table of

contents, and reference list.

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