Embedding Professionals and Collaboration in the Organizational Change Context

Abstract

Change in schools often concerns improving education, originating in the aim to align learning and outcomes with societal and labor market needs. Change is often dictated by policy and management, yet generally translated, integrated, and effectuated by education professionals, who see their practice continuously changing. Approaching the matter with a combination of systems approach and social constructivism, this chapter aims to analyze change and improvement in schools from the perspective of educators, who through their daily practice and professionalism constitute and breath school changes. It does so by examining managerialism, self determination theory, and professional identity as a foundation for a more practical approach to team learning. Distributed leadership and other recommendations are provided to bridge tensions and distance between educators, management, and leadership.