Lecturer’s PhD research shows relationships key to managing change in schools
Sonja Larsen
Editorial assistant, Connections
Avondale College of Higher Education
Cooranbong, New South Wales, Australia
Teachers deal better with change under principals whose primary focus is on people not tasks, research by an Avondale College of Higher Education lecturer shows.
Experienced and qualified: Dr Andrew Matthes’s PhD from the University of Newcastle now complements his 17 years’ experience as a primary school teacher and principal. Credit: Ann Stafford.
Dr Andrew Matthes’s thesis for his Doctor of Philosophy examines the nexus between effective leadership and the ability of primary teachers to face the challenges associated with the change in their role. “The relationship between the principal’s leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher’s perspective” is based on interviews with and surveys of more than 300 teachers at Seventh-day Adventist schools in Australia and in New Zealand.
The findings
Findings show teachers identify the increased likelihood of litigation, increased expectations of parents and being under resourced as significantly affecting their ability to perform successfully in their role.
The highest recurring challenge: scarcity of time. One teacher expressed it in this way: “Scarcity of time makes it difficult to plan more thoroughly, to commit oneself to the effort of innovation, to get together with colleagues or to just reflect on your own.”
Teachers indicated they dealt better with change if their principals showed more understanding, adopted a personal focus and created friendlier environments. They most appreciated principals who were approachable, encouraging and trusting.
The recommendations
Andrew recommends principals continue to seek professional development that emphasises people- rather than task-orientated leadership styles and managerial practices.
A senior lecturer and primary education course convener in the School of Education, Andrew hopes his thesis will benefit: teachers, to increase understanding of their perspectives; principals, to better manage change; his students, to show how they can embrace change; and leaders of the Adventist education system, to provide professional development and other support.
Andrew thanks his wife, Robyn, and his colleagues, particularly Dr Peter Morey, for their support. While conferred, he will graduate with his Doctor of Philosophy from the University of Newcastle in May this year.