School Reforms, Principal Leadership, and Teacher Resistance: Evidence from Korea

Autor/inn/en	Park, Joo-Ho; Jeong, Dong Wook
Titel	School Reforms, Principal Leadership, and Teacher Resistance: Evidence from Korea
Quelle	In: Asia Pacific Journal of Education, 33 (2013) 1, S.34-52 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2012.756392
Schlagwörter	Evidence; Resistance to Change; Instructional Leadership; Foreign Countries; Principals; Educational Change; Vocational High Schools; School Restructuring; Correlation; Educational Policy; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Administrator Characteristics; Secondary School Teachers; South Korea + Suchen Sie Ihr Suchwort? Evidenz; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Principal; Schulleiter; Bildungsreform; Schulreformplan; Schulumwandlung; Korrelation; Politics of education; Bildungspolitik; Lehrerverhalten; Korea; Republik
Abstract	Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. (Contains 5 tables and 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10