To achieve this, the school leadership, among other things, must facilitate employee participation and ensure that all staff feel personal ownership of the change initiative.
School improvement depends on good leadership at several levels and not solely by the head teacher. The local education authority, school leaders and teaching staff all have a shared responsibility in this area. By promoting a collaborative climate, school staff get the opportunity to learn together and from each other through the change process.
Systematic and long-term school improvement is a matter of increasing the capacity of both the individual teacher and the organisation to handle change effectively.
Schools with a high capacity for change and high levels of perceived collective efficacy will have greater chances of implementing activities as planned, overcoming educational challenges and making continuous progress.
If staff believe they have the capacity to implement the change initiative successfully, they may also feel more confident that the route being taken will boost the chances of reaching both their own and the school’s goals, and that the process will result in better learning for all students.
School improvement and leadership
People are the most important resource in the school as an organisation, and by developing school staff you also develop the organisation. In order to achieve positive and lasting changes as a result of improvement efforts, it will be important to create a positive climate of collaboration, and a healthy learning environment for all staff.
