Change Vs Performance: The Essential Insights for Newly Appointed Headteachers

Newly appointed headteachers often face significant challenges when trying to implement changes in their schools. Factors such as the existing school culture, resistance from parents, teachers, and students, as well as entrenched practices, can impede the process of transformation.

As a result, some headteachers, feeling overwhelmed, may choose to maintain the status quo, becoming caretakers rather than proactive leaders. However, effective leadership requires courage, vision, and a solid understanding of change management.

It is important to recognize that principles of change management emphasize that the link between change and improved performance is gradual, it demands time, persistence, and strategic execution. As change management expert John Kotter states, “Change is not an event, but a process that unfolds in stages.” My goal is to guide newly appointed school leaders on how to effectively manage change to enhance performance within their schools.

Understanding Change and Performance

John Kotter explains, “Change is not an event, but a process that unfolds in stages.” My aim is to assist newly appointed school leaders in effectively managing change to improve performance within their schools.

Understanding Change and Performance

At its essence, change involves adjustments in school structures, teaching methods, policies, or leadership approaches, all aimed at fostering improvement. Performance, on the other hand, evaluates the effectiveness of these changes in achieving targeted educational outcomes. Newly appointed headteachers must understand that the impact of change is not immediate; it requires careful planning, engagement from stakeholders, and ongoing evaluation.

Challenges Faced by Newly Appointed Headteachers in Implementing Change

Despite the potential for improvement, implementing change is often fraught with obstacles. New headteachers frequently encounter resistance from staff and stakeholders who may be wary of the unknown or satisfied with current practices. According to Lewin’s Change Management Model, organizations must first “unfreeze” old behaviours before introducing new ones. Additionally, insufficient support from the community- including parents, school boards, and local authorities-can hinder progress.

Resource limitations, including restricted financial, human, and material assets, present further challenges. Headteachers also struggle to balance established traditions with innovative practices, which can create conflicts between long-standing habits and new proposals. Furthermore, managing expectations is crucial, as stakeholders often have differing views on what change should look like.

The Phases of Change and Their Impact on Performance

Financial, human, and material assets present additional challenges for headteachers. They often struggle to balance established traditions with innovative practices, which can lead to conflicts between long-standing habits and new proposals. Moreover, managing expectations is crucial, as stakeholders frequently have differing opinions on what changes should look like.

The Phases of Change and Their Impact on Performance

Given these challenges, new headteachers need to understand that school transformation occurs in distinct phases:

• Awareness and Resistance: Initially, stakeholders may resist new policies and initiatives. Teachers might question the necessity of changes, while parents may express concerns about potential disruptions. To foster trust, it is essential to establish strong communication and engagement. Edgar Schein, a well-known figure in organizational culture, states, “People do not resist change; they resist being changed.”
• Learning and Adaptation: Once resistance is addressed, both staff and students begin to embrace change. Training sessions, discussions, and workshops play a crucial role in helping the school community understand the benefits of these changes. Although performance improvements may not be immediate, these gradual adjustments provide a foundation for future success.
• Implementation and Integration: As the change process progresses, new systems or policies become part of everyday school operations. Teachers begin to effectively utilize new teaching methods, students adapt to different learning styles, and administrative procedures improve. As a result, performance starts to enhance, although challenges may still emerge.
• Optimization and Sustainability: Once these changes are fully embraced, headteachers can focus on optimization. Best practices emerge, and strategies for continuous improvement help maintain progress. At this stage, performance reaches its peak, reflecting the successful implementation of changes. As Jim Collins, the author of “Good to Great,” points out, “Good is the enemy of great. We don’t have great schools because we settle for good ones.”

Strategies for Newly Appointed Headteachers to Manage Change Effectively:

To navigate these challenges successfully, headteachers can implement several strategies. First, they should establish a clear vision for the school and communicate it effectively to all stakeholders. Following Simon Sinek’s advice to “Start with why,” understanding the purpose of the change can help garner support.

Also, providing adequate training and support is critical. Equipping staff with the necessary skills to navigate new systems hones their confidence and competence. Benjamin Franklin’s assertion that “An investment in knowledge pays the best interest” rings true here. Additionally, building a support network with experienced headteachers, mentors, and education leaders can offer invaluable insights. Monitoring progress and adjusting strategies as needed will ensure ongoing improvement, while celebrating small victories strengthens motivation. Kotter emphasizes that “Short-term wins are essential for keeping momentum.”

Practical Examples of Change Management in Schools

To exemplify the application of change management principles, consider the following scenarios:

• Curriculum Reform: A head teacher introducing a competency-based curriculum might encounter resistance from teachers used to traditional methods. However, hands-on training and mentorship can facilitate the transition.
• Technology Integration: Schools implementing digital learning platforms may initially face technical challenges. Step-by-step guidance and troubleshooting support can aid in smoother adoption.
• Discipline Policy Changes: Transitioning from punitive to restorative discipline practices may require time to gain acceptance. Open dialogues with students and staff can promote successful implementation.

Conclusion

In summary, the path of transforming a school as a newly appointed head teacher can be challenging. It demands resilience, strategic foresight, and an acknowledgment that performance improvements require time. Those who shy away from challenging the status quo may maintain a stable environment but will not facilitate meaningful progress. On the other hand, headteachers who embrace change management principles can lead their schools toward lasting excellence by being patient, engaging stakeholders, and continuously refining their strategies for long-term success. As Nelson Mandela wisely observed, “Education is the most powerful weapon which you can use to change the world.”

 

WRITTEN BY: WISDOM KOUDJO KLU, EDUCATIONIST/COLUMNIST, GREATER ACCRA REGION. [email protected]