Abstract
Purpose. The purpose of this study was to explore the change process in the Russian educational system as it took place in four Russian schools as a result political changes in the former USSR. The study focused on seven variables related to the field of change including: change situation, pressure, leadership, benefits/risks, support/resistance, implementation, and institutionalization. Research methodology. Descriptive research in the form of case studies was used for this study. The researcher conducted on-site, taped interviews of students, parents, teachers and administrators at four schools in the Moscow region of Russia during the spring of 1992. Issac and Michael suggest this method as the most comprehensive way "to study intensively the back-ground, current status, and environmental interactions of a given social unit." Findings & conclusions. Glasnost and perestroika led to major state policy shifts in Russia. Educational reform took place with the directive to "humanize" and "democratize" schools. This study led the researcher to reach six general conclusions: (1) There was massive change throughout Russian society and in schools without any forethought. Pressure came from the outside to get rid of the old without a vision for the new. (2) The role of school leaders changed significantly from being conductors of Party propaganda to change facilitators without up-dated training. (3) Students and younger teachers became the major champions of change in the schools. Most teachers who resisted the reforms were left alone. (4) Inadequate resources remained one of the major roadblocks to the change efforts. Due to the serious economic crisis in Russia, the schools suffered greatly. (5) The Russians were very proud people and still valued many of their traditional beliefs. School personnel wanted to work with other educators in a collaborative mode. (6) Institutionalization remained a serious question. Planned efforts to ensure success had not yet taken place. Recommendations. The direction of reform must be evaluated in order for change efforts to last. More focus should be placed on management training, staff development, planning, evaluation, and finding alternative funding. The schools have done an excellent job with the situation that exists; they simply need to find more support and resources to continue their efforts.