[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601251-105":59,"doc-detail-601251-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","organizational-change-in-schools","Organizational Change in Schools","","Purpose: This review examines the meaning of organizational change in schools, the dynamics of change, and the state of debates on how schools conceptualize and implement change. It seeks not only to restate existing scholarship but also to challenge current theoretical understandings by introducing new perspectives. Design/Approach/Methods: The review synthesizes dominant perspectives, forces driving change, and intervention approaches across school systems. Findings: Evidence highlights frequent failure of planned interventions, framing the issue as ontological, and positions continuous change and leadership as key drivers. 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The core purpose of this review isnot only to restate the literature on organizational change in schools but also to challenge the current theoretical understanding of change in schools by rising the new perspectives on change in schools.  \nDesign/Approach/Methods: As part of this effort, we discuss the dominant perspectives of change, forces of change, and illustrate the interventions adopted by different school systems to deal with the need of change.  \nFindings: The literature on change in schools suggests that, parallel to the change intervention in other organizational settings, largely fail. Falling short of intended goals in change interventions isnot a simple methodological problem but rather an ontological issue of how we perceive change and organization. Parallel to the arguments in the literature, continuous change has been indicated as an alternative perspective to planned change. Finally, leadership has been indicated as a key driver of organizational change.  \nOriginality/Value: The review discusses applicability of continuous change and elaborate on alternative leadership approaches to guide continuous change in schools.  \nCorresponding author*:  \nKadir Beycioglu, Department of Educational Sciences, Dokuz Eyll University, Alsancak, No: 144 35210, Cumhuriyet Blv, 35220 Konak, Turkey.  \nEmail: [beycioglu@gmail.com](beycioglu@gmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nContinuous change, educational change leadership, organizational change, schools Date received: 10 October 2019; accepted: 14 May 2020  \nIntroduction  \nOrganizations—including schools—are under constant pressure from their internal and external environments. Social and demographic developments, new patterns of employment, developmentsin technology, and globalization are some of the forces pushing schools to initiate change interventions. Healthy change and development of schools is essential for survival of the schools as an organization and accomplishing progressive social change in the society (Rosenblatt, 2004) . Aslan et al. (2008) indicated that despite the different labels given to the change interventions such as reform, innovation, planned change, or improvement, it is “more than a simple rise in a school’s test scores”(Waite, 2002, p. 161) . The practices of organizational change in general, and educational change in particular, may differ from one context to another. Because of the various dynamics of the context in which change is practiced, cultural differences and ambiguities in meanings ascribed to the term can vary dramatically across cultures.  \nIn this review, we first discuss the meaning of organizational change, change dynamics, and the current state of debates on organizational change in schools. As part of this effort, we discuss the dominant forces ","cbCait2bFiFkIaeU","https://ap.wps.com/l/cbCait2bFiFkIaeU","pdf",188782,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the review on organizational change in schools?\",\"answer\":\"The review aims to discuss the meaning and dynamics of organizational change in schools while challenging existing theoretical understandings. It also reframes how change is perceived and debated in school contexts.\"},{\"question\":\"Why do change interventions in schools often fail, according to the review?\",\"answer\":\"The review argues that failures are not merely methodological. Instead, they stem from how change and organization are conceptualized, creating an ontological problem.\"},{\"question\":\"What alternatives does the review propose for guiding school change?\",\"answer\":\"It presents continuous change as an alternative to planned change and emphasizes leadership as a key driver. It also highlights alternative leadership approaches to support continuous change in schools.\"}]","Organizational Change in Schools | PDF",1792092264]