Abstract
This study has examined the change process and the institutionalization of change as it occurred in comprehensive high schools. Five case studies were prepared using perceptual data collected from changers and changees through interviews and document reviews. Five research questions examined the four stages of change as follows: (1) What steps did the organization take to analyze the proposed change? (2) What steps did the organization take to plan the proposed change? (3) What steps did the organization take to implement and evaluate the proposed change? (4) To what degree was the change institutionalized? (5) What steps did the organization take to institutionalize the proposed change? An interview questionnaire composed of thirty-six questions was designed to explore the three stages of change and the nine factors of institutionalization. The data gathered was analyzed using a matrix analysis that examined each school across all variables and each step across all schools to discover to what degree the steps of the process were accomplished and what bearing achieving these steps had on the institutionalization of change. The study found five components significant in the change process. (1) Strong visionary leadership existed for all the changes; the leadership, however, was not shared with more than one or two other people in the organization. (2) Participation in the change was limited. (3) Resistance to change was regarded as wrong and viewed with annoyance by changers. (4) Planning for the change effort was limited. (5) The high schools investigated in this study were successful in bringing about change. Evidence was found to support the following notions. Strong leaders who can share leadership for change in organizations is necessary. Participation by all people affected by the change as early in the process as possible is positively affects the success of change. Resistance to change needs to be welcomed and used to select change strategies to diminish it and to coopt resistors. Step-by-step action planning is essential for smooth, effective implementation of change. Strategies should be devised to minimize the negative impact on change of school size and complexity. Training is recommended in change facilitation to include ways of addressing participation, resistance, and the size and complexity of high schools. Further research is indicated on the process of change to examine process as related to the effectiveness of the change, the impact resistance has on change, and the dilemma of organizational readiness for change.