本文主要讲校长与老师们的沟通，工作室的空间和材料的一般档案也面临着困难。这些都是小问题，但由于这样的变化，老师们的阻力是巨大的。老师们经常抱怨，不愿意和校长一起工作。因此校长试图融入非正式的领导，这样参与变革过程的个人就有能力实施和理解项目的行动计划。教师对改变的抗拒来自于他们的不安全感，他们的恐惧，甚至是分歧，但所有这些最终都被研究所管理(Levine et al, 1994)。本篇美国论文代写文章由美国论文通AssignmentPass辅导网整理，供大家参考阅读。
Difficulties were also faced with space of working room and a general file of materials. These were small issues, but the resistance offered from the tutors due to such a change was enormous. The teachers often complained and were not ready to work with the principal. The principal therefore tried to incorporate informal leadership, so that the individuals involved in the change process have the ability of implementing and understanding the program’s action plan. The teacher’s resistance to change came due to their insecurities, their fear and even dissension but all these were eventually managed by the institute (Levine et al, 1994).
There were several structural barriers also faced by the members involved in the change such as not sufficient information, which made the teachers even more reluctant to the change. The relationship between the principal and the staff was the main reason why resistance came into being, and henceforth the decision of changing the leadership style from formal to informal within such change was an essential one.
Any change process involves effective communication at its core if it requires being successful. For the discussed change, effective communication was also at the core, wherein the principal allowed the remaining management also to engage in frequent communication in the form of meetings. Informal communication technique was used and everyone was given an equal right of providing their feedback over the speculated change (Kramer et al, 2016). Improvement and change are possible only with effective communication and this change involved communication at every level of change.
There were difficulties faced while communication was engaged from the principal due to adverse relationship of the principal with the teachers but informal leadership allowed for communication to foster.
This is a brief draft of a highly complicated change process. The change process involved several causes and consequences each of which by the end of the change program benefitted those involved in the change either internally or externally. Resistance to change is normal when any change is initiated, whether small or big. But improvement programs for schools need to make sure continuity and effort sustained over a span of 4 to 5 years, if goals need to be realized as appropriately as possible.
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