Assignment: Comparative and International Education

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ORGANIZATIONS, CHANGE AND CULTURES
STUDENT ID
STUDENT NAME

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Table of Contents
Introduction..............................................................................................................................4
Effective organizational level to tackle Inequality................................................................4
Personal Leadership Attributes..............................................................................................6
Leadership Dimensions and Self-development..................................................................6
Involvement and Engagement of others.............................................................................7
Commitment Gaining..........................................................................................................8
Organizational leadership attributes......................................................................................8
Organizational Change Model..............................................................................................10
Lewin’s Change Theory.....................................................................................................10
Forces of Propulsion and Resistance................................................................................10
Equilibrium.....................................................................................................................10
Unfreezing.......................................................................................................................11
Change.............................................................................................................................11
Refreezing.......................................................................................................................11
Continuous Improvement......................................................................................................12
Organizational Strategies for tackling educational inequalities........................................14
Leadership Capacity Building Strategies.............................................................................14
Engagement of senior level leaders...................................................................................14
Understanding the needs in future...................................................................................15
Development of future leaders..........................................................................................15
Recruitment of leaders externally if required.................................................................15

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Improvement practices......................................................................................................15
Development of support development..............................................................................16
Diagram...................................................................................................................................16
Conclusion...............................................................................................................................17
References...............................................................................................................................19

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Introduction
Schools must continually adjust their culture, policy, and practise to encourage student
learning in order to adapt to ever-changing economic, social, demographic, and technical
situations. Schools are increasingly seen as key actors in a country's competitiveness, since
education is viewed as a fundamental issue for the country's advancement. Global school
systems work hard to increase student performance and provide students with the skills they
need to engage effectively in national and global economies. Some schools have done this
through implementing school-wide initiatives centred on systemic school reform. The
purpose of this research is to test teacher leadership as a factor of organisational change in a
structural equation model, where leadership is defined as a process that begins at the
individual level (self-development) and is transferred to larger organisational contexts, i.e.
facilitates organisational change.
Effective organizational level to tackle Inequality
Transformation and growth have been a persistent concern for schools and
educational institutions. Because of the high public value linked to education, it is a crucial
strategically public service for governments. Enhancing and sustaining student achievement
in the face of numerous forces of change emanating from demography, technology, politics,
and economic development have pushed schools and educational institutions to implement
frequent change interventions. According to the characteristics of each educational system,
distinct natures (pace, linearity, and size) and origins (top-down versus bottom-up) are
displayed. The rebirth of school performance and school development movements, primarily
determined the emergence of global wide PISA movement patterns, and produced a top
agenda for school and education systems.
Several institutions came to the conclusion that recurring structural, curricular, and
cultural changes result in minor changes in teaching practises in the wider field of