| Summary: | ? Research problem
This research was conducted around the following research question: Which strategies
can be develop for the school principal to minimise resistance to change by educators in
schools?
? Research aims
The first aim of the research was to determine the nature of resistance to change.
Secondly, the aim was to theoretically determine which factors give rise to resistance to
change. Thirdly, a questionnaire was used to determine which factors and to what
extent they play a role in resistance to change in schools. Finally, in pursuance of a
fourth aim, strategies were developed for the school principal to manage educators’
resistance to change in schools, in accordance with the findings of the survey.
? Research methodology
In the research a quantitative as well as a qualitative approach was followed. However,
the survey was rather quantitative than qualitative in nature, with a post–positive
worldview. As mentioned earlier, a questionnaire was used to get the data from the
participants where the analysing of it was done with statistical techniques such as
frequency analyses, t–tests and ANOVA’s. Also mentioned earlier, the qualitative
research methodology was used to a little extent with an open ended question. The
rational for including the open ended question was to get additional information from the
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respondents. These data were decoded with the ATLAS.ti–software
computerprogramme.
? Developing management strategies
Developing management strategies for the school principal to minimise resistance to
change in schools was made possible with a literature review and an empirical
investigation. Certain information obtained from the literature review was used as
questions in the questionnaire. After having interpreted and analysed the data from the
reponses, management strategies were proposed to be used as strategies for the
school principal to manage his or her school optimally. For the strategies to be effective,
three important prerequisites were linked to them, namely, aims, action steps and
evaluation.
? Main findings
? Findings with regard of resistance to change;
? Findings with regard to factors that give rise to resistance to change;
? Findings with regard to the factors and to what extent they play a role in
resistance to change;
? Findings with regard to the differences in the views of school principals and
teachers on the management of resistance to change;
? Findings with regard to the relationship between the biographical variables
and the management of resistance to change;
? Findings with regard to the qualitative method (open–ended question) and
further factors which play a role in resistance to change.
? Recommendations
It was recommended that teachers be involved when change is introduced at schools. It
was also recommended that when a post of a principal is advertised, the candidate
must have expertise in management and also experience in the running of a school.
The School Governing Body must also undergo intensive training given by professionals
for their job at the school. Furthermore is it recommended that the Department of
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Provincial Education together with the Department of Public works avail the finance of
schools in time so that the bad conditions of schools can be rectified. To sort out the
problem of labour unions in education, it is imperative that all role–players, including
labour unions, meet to sort out every role player’s role in education.
? Further research is recommended on the following:
To involve the SGB and school parents effectively in school activities to help
dysfunctional schools excel in education, and furthermore to also involve the trade
unions to such an extent that better co–operation for the sake of effective education can
take place. === Thesis (Ph.D. (Education Management))--North-West University, Potchefstroom Campus, 2012.
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