Practices and challenges of change management in preparatory schools of south west showa zone oromia region

Abstract

The purpose of this study was to assess the practices and challenges of change management in preparatory schools of south west shoa zone. To accomplish this purpose, the study employed descriptive survey research design and mixed research method . The study was carried out in 6 randomly selected preparatory schools of south west shoa zone. A total of 122 individuals participated in the study. Among them 113 teachers were included as a sample through simple random sampling technique especially lottery method, 6 preparatory school principals, and 3 vice principals were included by census sampling. Questionnaires were the main instrument of data collection. Interviews and documents analysis were also utilized to substantiate the data collected through the questionnaire. The analysis of the quantitative data was carried out by using frequency, percent, mean, and standard deviation. While data obtained through open ended questions, and interview were qualitatively analyzed. The result of the study revealed that, less emphasis was given to the process of pre planning and developing implementation plan of change, as teachers were not well versed in skills and knowledge of change concepts before actual implementation of change and the way schools plan necessary resources for change were not adequate. Further, low attention was given to communication aspect of change, schools show low performance in identifying area of weakness and strength while implementing change, there is lack of giving training on the identified weaknesses and also school principals show low performance in providing continuous and timely feedback during implementation of change. Change implementations in schools encounter different challenges, the main reasons to these challenges are: lack of training, loss of freedom or inconvenience, group resistance, knowledge or skill gap and past habit experiences. Finally the study forwarded the following recommendations: creating awareness and empowering the implementers of change in skills and knowledge, planning necessary resources for change, communicating changes has to accompanied in feedback, schools has to identify area of weakness and strength in the implementation process of changes, and involving teachers in planning process of change, making open and regular discussion and rewarding those teachers who best implement the changes