Van Der Steen, Niek; (2011) School improvement in Tanzania:school culture and the management of change. Doctoral thesis , Institute of Education, University of London.

Preview	Text VAN DER STEEN_Redacted.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial Share Alike. Download (4MB) | Preview
	Text VAN DER STEEN.pdf - Accepted Version Access restricted to UCL open access staff Available under License Creative Commons Attribution Non-commercial Share Alike. Download (4MB)

Abstract

From a critical humanist perspective I explore why and how under adverse material and social conditions some Tanzanian state primary schools manage to improve their educational provision. I focus specifically on the influence of staff attitudes and behaviours on the change management process, as school culture is thought to affect school improvement success, and change is prerequisite to improvement. Fieldwork took place in Dodoma from August 2003 to May 2005 in two urban primary schools, considered locally to be improving. I combined two methodological approaches: action research in the context of case study. Collection of mainly qualitative data focussed on the societal and systemic influences that shaped the schools' organisational cultures, and on the reciprocal relationship between these cultures and the way staff managed self-instigated and externally imposed improvement initiatives. Action research enabled my involvement in the change processes, contributing to concrete improvements, generating process knowledge, and supporting staff. Achievable school improvement depended crucially on limited available space for change, the core of which was insufficient staff motivation and capabilities. Under hierarchical conditions and in accordance with local perceptions of relevance, successful management of change required a combination of dependable leadership, cooperation, communication and close staff supervision. However, the improvements remained limited to incidents of enhanced effectiveness, compatible with, if not consolidating, the existing school cultures. No space was created for more comprehensive transformations, requiring fundamental organisational and attitudinal change. The quality of school management and pedagogy therefore remained severely under-developed. Even though systemic endorsement of school autonomy and enrichment of school conditions are unlikely to happen soon, committed school managers can expand existing space for change through concentrating on their school's cultures. They can challenge existing pedagogical and managerial values and practices, and entrust collaborating staff with genuine freedom and responsibility to enhance the school's quality.

Downloads since deposit

Loading...

177Downloads

Download activity - last month

Export as XMLCSVJSON

Loading...

Download activity - last 12 months

Export as CSVJSONXML

Loading...

Downloads by country - last 12 months

Export as XMLJSONCSV

Loading...

Archive Staff Only

View Item