In this paper we investigate how the School Reform has been implemented in a public school in Denmark and take point of departure in the following research question: How has the implementation of the School Reform been handled and perceived by the management and the employees in terms of leadership and change management - and are these perceptions aligned?. Our empirical data derives from semi-structured interviews with the headmaster and a focus group interview with three teachers. We use a wide variety of theory from organisational theory and change management, such as Kotter’s 8 phases of change management, Public Leadership Pipeline theory, the ADKAR model, Mintzberg’s 10 manager’s roles and more. These theories serve as point of departure for our deductive research. Based on theory and empirical data we find that the headmaster could have implemented the School Reform more successfully. According to theory, he lacks certain leadership competencies and abilities to fulfill the 10 manager’s roles. Furthermore, the lack of vision and clear milestones complicates the possibility to communicate the changes properly. Consequently, the teachers perceive the changes differently and lack an understanding of what the common goal is. Based on the analysis of the misalignment between headmaster and teachers, we present a set of recommendations.
|Uddannelser||Basis - Samfundsvidenskabelig Bacheloruddannelse, (Bachelor uddannelse) Bachelor|
|Udgivelsesdato||24 maj 2016|