Abstract
Purpose. The purpose of this study was to compare degree of use versus perceived importance of planned change strategies as identified by assistant superintendents of curriculum and instruction in urban southern California school districts. Theoretical Framework. The theoretical foundation for this study was based on sociology and psychology including specific theories of group dynamics and organizational change. Theories related to changing group behavior are based upon the initial work of Kurt Lewin. The survey instrument was based upon the following change models/theories: Burke and Litwin (2002), Cummings and Worley (2005), Harvey (2001), Kotter (1996), Lewin (1947), McREL (2009). Methodology. Descriptive and ex post facto research designs were employed in this study. Descriptive research describes attitudes, beliefs, opinions, and behaviors. Ex post facto research tries to explain cause and effect relationships. The researcher used an electronic survey to collect participant responses. Findings and Conclusion. There is not a statistically significant difference between the perceived importance and use of change strategies by assistant superintendents of curriculum and instruction. Even though the differences are not statistically significant, mean score differences exist between the use and importance of different change strategies. Recommendations. The first recommendation is to replicate this study in other parts of the state and country to determine potential differences. A second recommendation is to use a mixed methods research design to support the quantitative study. A third recommendation is to conduct a quantitative study comparing assistant superintendent frequency of use and perceived importance study and subordinate perceptions of assistant superintendent frequency of use and perceived importance. The fourth recommendation is to conduct a case-study research design using assistant superintendents of curriculum and instruction during a specific change episode.