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Organizational Paradigms and School Change: A Qualitative Study of Teaching Staff Preferences and Perceptions

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This study was designed to build a deeper understanding of the application of organizational paradigm theory to the study of school change. A case study methodology was used to assess the perceptions and organizational paradigmatic preferences of 50 of the 89 teaching staff members employed by a public K-12 school undergoing organizational change. Information, gained by one-on-one interviews, was presented depicting: (a) the teaching staff members’ perceptions of current efforts to change the school and (b) their preferences for future changes in the school. Based on this information, change management strategies were suggested for the school leader.

Keywords: cultural norms; leadership styles; management strategies; organizational paradigms; school change

Document Type: Research Article


Affiliations: University of Florida, Gainesville

Publication date: 2004-01-01

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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