Exploring Teachers’ Phenomenological Experiences of a Principal’s Change Initiative

Anne-Marie Black
Educational change has traditionally been viewed as an objective and rational process. From this perspective, school leaders have been dependent on solving the infuriatingly elusive effective change process puzzle by trying to “finetune the plan to ensure it incorporated every essential piece of the jigsaw” (Branson, 2010, p. 18). Despite educators seeking to explain events and control processes for change for many decades, effective educational change remains an elusive outcome. By striving to objectify the...
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