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Uses case study methodology and Sergiovanni’s six change forces—bureaucratic, personal, market, professional, cultural, and democratic—to analyze data. Finds that principal and administrators, working with teachers, are central to change implementation, while subject department chairpersons play a crucial but often overlooked instructional leadership role. Identifies key co-requisites for enabling this role through common-good commitments, department-based learning, and instructional leadership capacity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/change-forces-implementing-change-in-a-secondary-school-for-the-common-good/597540/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/change-forces-implementing-change-in-a-secondary-school-for-the-common-good/597540.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose?","Question",{"text":112,"@type":113},"To examine the change forces acting on administrators, subject department chairpersons, and teachers in a Canadian secondary school as they plan, implement, monitor, and maintain a change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework is used to analyze the data?",{"text":117,"@type":113},"The analysis applies Sergiovanni’s (1998) six change forces: bureaucratic, personal, market, professional, cultural, and democratic forces.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do subject department chairpersons play in implementing change?",{"text":121,"@type":113},"Chairpersons have a crucial but often overlooked role, supported by school-level democratic commitment to the common good, professional learning located within departments, and the chairperson’s capacity as an instructional leader.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597540,1792211030,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CHANGE FORCES:  \nIMPLEMENTING CHANGE IN A SECONDARY SCHOOL  \nFOR THE COMMON GOOD  \nWayne Melville and Anthony Bartley, Lakehead University,  \nand Molly Weinburgh, Texas Christian University  \nIn this article, we investigate the change forces that act on administrators, subject department chairpersons and teachers as they seek to implement a change in a Canadian secondary school. Using a case study methodology, our analysis of the data uses Sergiovanni ’s (1998) six change forces: bureaucratic, personal, market, professional, cultural, and democratic forces. Our interpretation supports the importance of the principal and administrators, working together with teachers, in implementing change. The analysis points to the chairperson of subject departments having a crucial, but often overlooked, role in the implementation of change. Three key co-requisites that allow chairpersons to play this critical role are: the existence of a school-level democratic commitment to the common good that guides the work of professional learning; the location of professional learning within departments to operationalise the common good; and, the capacity of the chairperson to fulfil their role as an instructional leader in the fullest sense of the term.  \nIntroduction  \nThe education reforms of the past two decades, in Canada and elsewhere, have seen increasing emphases being placed on accountability, student learning, the curriculum and teacher quality (Björk, Kowalski, & Young, 2005). Accompanying these changes have been shifts within education administration to consider the site-based management of schools. These changes make for an interesting tension: schools tend to be characterised by a “dominant culture of stabilizing reform”(Quartz, 1995, p. 240) . Educational reforms are liable to be dampened and  \nabsorbed, resulting in negligible changes to the underlying structures and beliefs of schools. These structures and beliefs are important, as they provide a sense of meaning for teachers, and it is this sense that informs teachers’ identities and practices. To effect change in schools, therefore, it is necessary to change the meanings that are held both individually, and corporately, within a school. The work of educational leaders during a period of change is thus twofold: to help teachers move beyond the current meanings while concurrently constructing conditions that promote the learning of new meanings (Fullan, 2002) .  \nEducational reformers come to their task with a range of strategies and views about how people respond to change. These strategies, which can view schools as organisations, markets or communities, possess different strengths, depending on the purpose(s) of the reform. Viewing schools as organisations or markets allows for rapid, short-term change; conversely, a view of schools as communities holds potential for deeper, long-term change (Sergiovanni, 1998) . Drawing on these strategies, Sergiovanni (p. 579) has proposed six change forces, which rely on different change practices, which can be deployed to effect change:  \n􀁸 Bureaucratic forces rely on rules, mandates and requirements to provide direct supervision, standardized work processes and or standardized outcomes to prescribe change.  \n􀁸 Personal forces rely on personality, leadership style and interpersonal skills of change agents to motivate change.  \n􀁸 Market forces rely on competition, incentives and individual choice to motivate change.  \n􀁸 Professional forces rely on standards of expertise, codes of conduct, collegiality, felt obligations and other professional norms to build professional com-munity.  \n􀁸 Cultural forces rely on shared values, goals and ideas about pedagogy, relationships and politics to build covenantal community.  \n􀁸 Democratic forces rely on democratic social contracts and shared commitments to the common good to build democratic community.  \nIt is the purpose of this article to examine the change forces that act on school administrators, subjec","cbCaiePQtazBnvzZ","https://ap.wps.com/l/cbCaiePQtazBnvzZ","pdf",392224,26,"English","# Introduction\n## Change Forces, Schools and Departments\n### Research purpose and question","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"To examine the change forces acting on administrators, subject department chairpersons, and teachers in a Canadian secondary school as they plan, implement, monitor, and maintain a change.\"},{\"question\":\"Which framework is used to analyze the data?\",\"answer\":\"The analysis applies Sergiovanni’s (1998) six change forces: bureaucratic, personal, market, professional, cultural, and democratic forces.\"},{\"question\":\"What role do subject department chairpersons play in implementing change?\",\"answer\":\"Chairpersons have a crucial but often overlooked role, supported by school-level democratic commitment to the common good, professional learning located within departments, and the chairperson’s capacity as an instructional leader.\"}]","CHANGE FORCES - IMPLEMENTING CHANGE IN A SECONDARY SCHOOL FOR THE COMMON GOOD | PDF",1792085196,66]