Abstract
This study explores managing educational change in Georgian public schools and attempts to take an in-depth look to “change in practice”. We used grounded theory to analyze qualitatively the interviews from 3 Georgian schools. Schools were chosen from the innovative schools cluster from the first phase of 15 Georgian schools. The First phase of the research disclosed change management variable as the biggest determinant to cluster belonging. The second phase of the research investigated the characteristics of the change management on two different stakeholder groups: school principals and teachers. The data was coded using initial and focused coding to conceptualize an analytic narrative. The findings suggest that innovative schools in Georgia use ICT as the instrument of change management to distinguish themselves in the educational ecosystem of public schools. Innovative schools build transformative niches of digital innovation to create their schools’ digital identity with and around ICT. For principals the change management vehicle is ICT as an administrative tool, while teachers use shifting their roles to being facilitator in ICT-rich activities. Both transformative niches are still not orchestrated and collaboratively managed in the observed schools.
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Notes
- 1.
In-service teachers pass examination and get certificate to get involved in teacher professional development scheme developed by the Ministry of Education and Science of Georgia.
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Jeladze, E., Pata, K. (2017). Change Management: Digital Transition in the Public Schools of Georgia. In: Uden, L., Liberona, D., Liu, Y. (eds) Learning Technology for Education Challenges. LTEC 2017. Communications in Computer and Information Science, vol 734. Springer, Cham. https://doi.org/10.1007/978-3-319-62743-4_15
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