Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.FindingsThe results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.Originality/valueThe research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

A Motivation Perspective on College Admission Reform in Shanghai: The Effect of Providing More Choices and Multiple Evaluation Criteria

Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students’ motivation and learning behaviors. Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and were interviewed. Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered, so that students can develop their own interests in nonacademic areas. While the reform promoted some students’ intrinsic motivation and mastery goals—that is, students reported their intention to develop interests and improve competences—some students made strategic decisions (e.g., avoiding choosing physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests. Originality/Value: This is a timely study that provides insights into school changes and impacts on students’ learning in a changing educational context. Implications for future research and practices are discussed.