Change Forces

Sergiovanni (2000) identified

“Six Forces Affecting Changes in
Schools”
Six Forces Affecting Changes in Schools :
1. Bureaucratic Forces Personal Froces – personalities,
leadership styles, are rules, mandates, and other requirements
intended to provide direct supervision, standardized work
process, or standardized outcomes that are used to prescribed
change.

2. Personal Forces – personalities, leadership styles, and

interpersonal skills or change agents that could push for changes
to happen in school.
Six Forces Affecting Changes in Schools :
3. Market Forces – competition, incentives, and individual
choice that are used to motivate change.

4. Professional Forces – standards of expertise, codes of

conduct, collegiality, felt obligations, and other professional
norms intended to build professional community to compel
change.
Six Forces Affecting Changes in Schools :

5. Cultural Forces – shared values, goals, and ideas about

pedagogy (method and practice of teaching), relationships and
politics intended to build covenantal (agreement or law)
community that is used to compel change.

6. Democratic Forces – democratic social contacts and

shared commitments to the common good intended to build a
community that is used to compel change
Due to those change forces :
- Schools need to build internal commitment to change
and positive social transformation.

Internal Commitment :
- faculty, administrators and staff experience a high
degree of ownership and a feeling of responsibility on the
changes that they wish to happen.
 Characteristic of a good school as an agent of
social change

- To effectively serve as an agent of social change, schools need to evolve

and be a model of a good social institutions.

- Good schools are generally described as being “learner – centered.”

- Good schools make an effort to serve all types of students by providing a

good physical and socio-emotional environment for all students.

- Good schools also provide instructional support system to help students to

learn effectively.
Based on the study of Macbeath, boyd, rand, and bell (1995), there
are six indicators or an effective school that were also affirmed
by sergiovanni (2000)

1 2 3 4 5 6

PUPIL TEACHER PARENT MANAGEMENT SUPPORT BOARD

…………………………………STAFF MEMBER,
TRUSTEE
1. Pupil
- Pupils are nice to each other
- Everyone is treated fairly
- There is a friendly atmosphere
- Teachers control the classes but not too strict
- Teachers help you with things you are not good at

2. Teacher
-Communication is good among all members
- Staff development is good
- The environment is good to work in
- Pupils are happy and well motivated
- All pupils are helped to achieve what they are
capable of
3. Parent
- There is a welcoming friendly
atmosphere
- Staff are caring and communicate well
with pupils
- Discipline is good
- Extra time is spent with children who
learn less quickly
- Relationships are good between
teachers and parents

4. Management
- Pupils are safe
- All members of the school community
work toward clear objectives
- A high quality of information is given to
parents and visitors
- Rules are applied evenly and fairly
- All pupils are helped to achieve what
they are capable of
 5. Support Staff
-Resources are good and up to date
-Classrooms are clean, warm, and comfortable
-Support staff are given credit for their competence
and contribution
-The environment is friendly and welcoming
-Staff development involves all staff

6. Board Member, Trustee

- Excellent reputation with the local community
- Strong leadership from senior management
- A happy and welcoming environment
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- Pupils being helped to reach their individual
& images by Freepik. potential
- A safe place for pupils
 As an agent of social change

- A school must set an example of a good social institution.

A school needs to model a dynamic social organization characterized by the following :

- The school climate must be professional and friendly to all;

- There must be a positive relationship among students, faculty, staff, administrators,

and stakeholders;

- The classroom atmosphere must be mentally and emotionally engaging for learning;

- There is enough and adequate support for learning;

- The teacher and other staff received support for professional and personal growth;

- The school must be efficient in managing its resources;

- There must be an efficient communication system among teachers, studnets, administrators,
staff, parents, and other stakeholders;

- The school has a system to recognize good works and other achievements

- There must be a strong school and home relationship; and

- All members of the school community must be treated with respect.

The school as an agent of The members of of the

positive social change and school community believe and
transformation must elicit support its vision and mission. It
support and cooperation from encourages collaboration rather
all its constituents and than competition.
stakeholders.