Change management in the educational process of the institution of general secondary education

- Горішна, Оксана Мирославівна (orcid.org/0000-0003-3127-1316) (2023) Change management in the educational process of the institution of general secondary education Masters thesis, Державний заклад вищої освіти «Університет менеджменту освіти».

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Abstract

Horishna Oksana Myroslavivna. Change management in the educational process of the institution of general secondary education. – Qualifying scientific work on manuscript rights. Dissertation for obtaining the scientific degree of Doctor of Philosophy in specialty 011 «Educational and Pedagogical Sciences». - State institution of higher education «University of Education Management» of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2023. The dissertation summarises the theoretical provisions, develops, theoretically substantiates and experimentally verifies the results of the functioning and development of the system of change management in the educational process of general secondary education institution. The relevance of the problem of change management in the educational process is confirmed by the following factors: the changing environment and the need for rapid adaptation to changes caused by civilisational challenges; the content of reforms in the general secondary education system and their regulatory and legal support; growing competition in the market of educational services, which leads to the liquidation of educational institutions that are unable to work effectively in the face of dynamic changes. All these factors require updating educational management in accordance with the requirements of Ukrainian legislation. The analysis of scientific sources of foreign and domestic management demonstrates significant achievements in terms of developing the theory of change management, since scientists have substantiated not only scientific approaches to the choice of tools for change management, but also practical recommendations for the use of change models. Management representatives have defined and substantiated a range of concepts within the framework of the research problem, including: changes, classifications of changes, resistance to changes, change management, change management models, algorithms, functions and technologies of change management, methods of overcoming resistance to changes, etc. Over the past decades, changes have become an integral part of the daily life of general secondary education institutions, as evidenced by the results of the confirmatory experiment. Based on several micro-researches, the following problems have been identified: insufficient validity of various concepts arising in change management; lack of modern theoretically grounded models for their implementation; insufficient technological level of change implementation; lack of sound mechanisms for managing change processes and mechanisms for overcoming resistance to change, etc. Based on the results of generalising the content of the categorical apparatus, the article defines change managment in the educational process of general secondary education institution as a purposeful and coordinated work of all subjects of the educational process based on the use of the latest technologies and management models in order to find quick ways to adapt to changes in a dynamic external environment. The strength of this impact depends on the intensity and scale of changes, which is reflected in the organisational structure of the educational process management and the content of decisions. Therefore, in order to solve the problems of the theory and practice of change management identified in the study and to avoid resistance to change, a model of a change management system in the educational process of a general secondary education institution is proposed, which contains the following modules: motivational and target, theoretical and normative, organisational and managerial, diagnostic and corrective, and performance and prognostic. Each of the modules has its own specificity, purpose and purpose in the management system, as well as content and structure. The motivational-target module contains the following elements: «Basic Determinants of Change Management in the Context of Education Modernisation» and «Goal of Change Management in General Secondary Education Institution». The purpose of this module is to reveal the content of socially determined factors (determinants) and to intensify increased attention to change and set a goal that will support change management in the educational process of a general secondary education institution in accordance with the vectors of state educational policy. The purpose of change management in a general secondary education institution is to form an effective change management system based on the integration of scientific achievements and analysis of management practice for the purpose of progressive development and minimisation of risks in the implementation of innovations and innovations. To achieve this goal, the following modules of the system have been developed. The theoretical-normative module includes the following components: «Regulatory and legal support of education» (state concepts of education development; the Law of Ukraine «On Education»; the Law of Ukraine «On General Secondary Education»; the concept of the New Ukrainian School); «Identification of changes» (conceptual, organisational, structural, functional); «Theoretical support» (philosophical concepts of change; economic concepts of change; development of the theory of change management; substantiation of modern experience of change management practice). All components of this module serve as a theoretical basis for the implementation of a change management system in the educational process of a general secondary education institution in compliance with legal requirements. The third module – organisational-managerial – identifies the «Technology of change management», which is carried out in stages: conceptual, procedural, diagnostic, and final. A separate subsystem «Algorithms» is included to manage local changes. The structure of the technology is revealed by the following subsystems: «Resource provision» and «Management mechanisms». The resources include the following elements: «Subjects» (administration; governing bodies of the institution; change team; clientele) and «Objects of change» (concepts; people; educational process; material and technical equipment). The subjects carry out their activities through the «Subjects Functions». The groups of cyclical-localised functions of managing changes in the educational process are allocated according to the following criteria: directions of implementation; dynamics; degree of intensity. In each group, the functions are defined according to the type of change. The highly specialised functions of change management actors differ in terms of their official status and are implemented in a certain management hierarchy. The methodological recommendations specify the objects of change in the educational process and divide them into four groups, reveal the nature of management activities and define the conditions for the success of the change team. It is established that the process of change management can be carried out in the technological cycle either in the direction of prolongation or curtailment. Accordingly, the mechanisms are allocated. In the subsystem «Prolongation of changes», the mechanisms include: organisational alignment; support for the motivational effect of success; extrapolation of changes; and in the model «Curtailment of changes» – analysis of rejection; assessment of consequences; avoidance of bifurcation. The complex of change management mechanisms is produced by the «Management Decision» as one of the elements of the proposed system, which is used to implement, adjust and control management actions at each stage of the technology. The diagnostic-correctional module consists of such components as «Analysis of resources used», «Analysis of risks of changes», «Mechanisms for overcoming resistance to change», «Evaluation criteria», «Making adjustments», «Calculation of the coefficient of effectiveness of change management in the educational process» and makes it possible to adjust management actions, establish effective communication between subjects and solve problems. The criteria for evaluating the effectiveness of the management system are based on ten parameters. The performance-prognostic module is designed to summarise the results of change management and analyse the results obtained and consists of two blocks: «Main results» (formed change management system; productive and comfortable educational environment; positioning of the institution as a centre of innovative development) and «Intermediate results» (growing satisfaction of students; developed ability of teachers to perceive and implement changes; expansion of the clientele and attraction of new stakeholders; formation of a new image of a general secondary education institution). The effectiveness of the proposed model of the system for managing changes in the educational process of an educational institution is proved by experimental testing at the following stages: conceptual-projective, statement, formative-diagnostic, generalising-prognostic. At the conceptual-projective stage, conceptual ideas and principles were identified to ensure the systematic and comprehensive nature of the experiment, and the goal and objectives were clarified. The statement stage involved analysing managerial experience and identifying problems in managing changes in the educational process. The formative-diagnostic stage included questionnaires and the development of criteria. The coefficient of effectiveness of change management in the educational process for each parameter was determined using the mathematical apparatus. At the generalising-prognostic stage, an overall assessment of the quality of the change management system in the educational process was calculated. Based on the analysis of statistical data, it is concluded that the index of increase in the quality of change management in the experimental groups compared to the control groups and the effectiveness of the proposed model of the system of change management in the educational process of general secondary education institution. The scientific novelty of the research results is that for the first time: - model of the change management system in the educational process of a general secondary education institution is developed, substantiated theoretically and tested experimentally, which includes the following modules: motivational-target (fundamental determinants of change management in the conditions of educational modernization; the goal of change management); theoretical-normative (normative and legal basis of education; identification of changes; theoretical support); organizational-managerial (conceptual, procedural, diagnostic, final); diagnostic- corrective (analysis of used resources; analysis of risks of changes, mechanisms for overcoming resistance to changes, evaluation criteria, the introduction of corrections, coefficient of effectiveness of change management); performance- prognostic (main and intermediate results); - the essence of possible objects of change in the educational process in four groups was identified and revealed; the nature of management activity (interdisciplinary; adaptive; sociocultural; regulatory-balancing; situational; formal; informal; polymotivated) and indicators of success of the change team; change management mechanisms; overcoming resistance to change and indicators of success of the change team; - the essence of possible objects of change in the educational process in four groups was identified and revealed; the nature of management activity (interdisciplinary; adaptive; sociocultural; regulatory-balancing; situational; formal; informal; polymotivated) and indicators of success of the change team; change management mechanisms; overcoming resistance to change and indicators of success of the change team; - improved: the methodology for assessing the effectiveness of change management; the content of cyclical-localised functions of change management in the educational process in accordance with the types of changes, so these functions are formulated: by directions of implementation, by dynamics, by degree of intensity; - proposed: the technology of change management system in the educational process of general secondary education institution is; criteria for evaluating the effectiveness of a change management system in the educational process by ten parameters, the content of which is described by the corresponding indicators in a five-point rating scale; - summarises: classifications of change; classifications of resistance to change; mechanisms of resistance to change; types and content of determinants of change management in the educational process of general secondary education; - the ways of modelling the change management system; the structure and content of the manager's competence in the problem of change management in the educational process were further developed, and the essence of the concepts was supplemented: «changes»; «basic (core) functions of change management»; «cyclically localised functions of change management»; «highly specialised functions of subjects»; «technology of change management»; «resistance to changes».

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