Abstract
Purpose. The purpose of this study was to determine the degree to which the change elements in Harvey's Checklist for Change (1995), were present in selected high and low performing, Cohort 1, II/USP elementary schools in Alameda County as perceived by teachers, principals, and External Evaluators. Further, it was the purpose of this study to determine the perceived overall success of the change effort, to determine the elements in the Harvey change model perceived as being the most significant, and to determine if a significant difference existed in the responses to the change steps between the teachers at high and low performing schools. Methodology. The sample for this study was drawn from teachers, principals, and External Evaluators in Cohort 1, II/USP elementary schools in Alameda County. Two sets of schools were selected and include those that improved their SAT-9 scores over a two-year period and those that did not. Data were collected from surveys distributed to principals, teachers, and External Evaluators. Quantitative analysis including the use of percentages and significant differences were used. Findings. Teachers in both sets of schools strongly indicated that the issue of resistance to the change effort and developing a strategy to influence this resistance, were not sufficiently addressed. Teachers in both sets of schools also strongly indicated that the change characteristic of need, that is, assuring the reason for the change is clearly articulated and internalized for those participating in the change process is a critical element in the success of a change process. Response rates to the Harvey Change model were generally higher for principals and External Evaluators than for teachers, suggesting the dynamics of differing views of the process as influenced by one's role and responsibility during the change effort. Teachers in schools that improved over two years expressed, to a greater degree, that their change effort was successful. Conclusions and recommendations. To increase the likelihood of success, schools going through a change process must be clear when establishing the need and purpose for the change. Schools must also address the issue of resistance to the change effort. They must identify resistors and their degree of resistance and develop a plan to address this resistance. To support a change process, the use of a third-party intervention model can be helpful; however, clarity of roles, such as those of teachers, principals, and External Evaluators, must be emphasized to establish unity of purpose. Finally, while implementing a planned change process can increase an organization's chances of success, considering the dynamics of change, and the steps in the Harvey change model as a continuous process, is beneficial in helping organizations, particularly schools, effectively embrace change.