Influence Tactics and "Second-Order" Change in Schools: Case Study Research of Principals' Political Behaviors and Strategies

Autor/inn/en	Friedman, Devora; Berkovich, Izhak
Titel	Influence Tactics and "Second-Order" Change in Schools: Case Study Research of Principals' Political Behaviors and Strategies
Quelle	In: International Journal of Educational Management, 35 (2020) 1, S.327-339 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2020-0413
Schlagwörter	Case Studies; Principals; Political Attitudes; Administrator Behavior; Educational Change; Public Schools; Judaism; Religious Education; Religious Factors; Program Descriptions; Politics of Education; Organizational Change; Foreign Countries; Teacher Administrator Relationship; Educational Practices; Israel + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Principal; Schulleiter; Political attitude; Politische Einstellung; Bildungsreform; Public school; Öffentliche Schule; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Educational policy; Bildungspolitik; Organisationswandel; Ausland; Bildungspraxis
Abstract	Purpose: Principals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process. Design/methodology/approach: The study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the "Routes" program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools. Findings: The results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics. Originality/value: The research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01