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Teacher Involvement in Organisational Change: From Engaging Risk to Cooperative Learning

Author

Listed:
  • Laima Daujotienė

    (Institute of Education, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania)

  • Aušra Kazlauskienė

    (Institute of Education, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania)

  • Remigijus Bubnys

    (Institute of Education, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania)

Abstract

The present research aims at analysing the result of how preconditions, teacher reactions, action strategies, and intervening conditions of teacher involvement in the organisational changes manifest. A particular school which had recently implemented changes was chosen for the investigation. The research is based on application of the strategy of the grounded theory. A semi-structured interview was chosen to collect the data. Grounding on the analysis of the research data, the development paths of the teacher involvement in the organisational changes manifesting at the personal and organisational levels were disclosed. The research reveals that the teacher involvement in the changes is determined by various preconditions: boredom, self-assessment, positive encouragement, support, negative reaction of others. Each precondition for the involvement in the changes creates conditions for the manifestation of different teacher reactions and action strategies. The intervening conditions (continuous changes, changing of personal attitudes and organisational culture) acting during the involvement in the changes were revealed in the course of the research. While analysing the process of the teacher involvement in the changes, the result of this process was revealed: from engaging risk to cooperative learning.

Suggested Citation

  • Laima Daujotienė & Aušra Kazlauskienė & Remigijus Bubnys, 2020. "Teacher Involvement in Organisational Change: From Engaging Risk to Cooperative Learning," Sustainability, MDPI, vol. 12(22), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9447-:d:444479
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Edwin E. Akins & Elizabeth Giddens & David Glassmeyer & Amy Gruss & Maria Kalamas Hedden & Vanessa Slinger-Friedman & Matthew Weand, 2019. "Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution," Sustainability, MDPI, vol. 11(2), pages 1-17, January.
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    Cited by:

    1. Constanza San Martin & Chenda Ramirez & Rubén Calvo & Yolanda Muñoz-Martínez & Umesh Sharma, 2021. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    2. Aušra Kazlauskienė & Ramutė Gaučaitė & Dolors Cañabate & Jordi Colomer & Remigijus Bubnys, 2021. "Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research," Sustainability, MDPI, vol. 13(18), pages 1-25, September.
    3. Monhéséa Obrey Patrick Bah & Zehou Sun & Uzapi Hange & Akadje Jean Roland Edjoukou, 2024. "Effectiveness of Organizational Change through Employee Involvement: Evidence from Telecommunications and Refinery Companies," Sustainability, MDPI, vol. 16(6), pages 1-21, March.
    4. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Jose Antonio Cecchini & Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava, 2021. "Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths," Sustainability, MDPI, vol. 13(15), pages 1-12, July.

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