The Nexus Between Principals’ Leadership Characteristics and Primary Teachers’ Response to Challenges of Change: Teachers Are Functioning on the Outside but How Are They Coping on the Inside?

Abstract

Significant change is occurring in the education systems in most countries around the world. This article, based on a larger educational change study, examines perceptions of Australian primary teachers employed within the Seventh-day Adventist Church education system (Adventist Schools Australia, ASA) regarding the impact of change. Teachers indicated that an increase in parent expectations is having a significant impact on their ability to manage change, both functionally and emotionally. It was found that the leaders in this system are perceived to be relatively effective across nine leadership characteristics. Modelling, based on linear regression, suggests that teachers perceived that different leadership constructs are needed to enable teachers to successfully deal with change functionally, emotionally and with a positive view of future change. In addition, teachers perceived that leaders are best able to support the change process when they are Relators and Collegial Managers. However, the Adaptor, which was the highest significantly significant construct, has a negative impact on the change process as the teachers perceived it.