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Soucie, D., Zhang, Y., & Leong, W. F. (2000). Change facilitator styles of Singapore primary and secondary school principals. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 520-530). Singapore: Educational Research Association.
Principals are the main characters in adopting and implementing change in schools. The purpose of this study was to analyse self-perceptions by Singaporean principals of their style as change agents in schools. Primary and secondary school principals constituted the target population. A random stratified sample (n=87) of 62 primary level and 25 secondary level principals responded to the Change Facilitator Style Inventory (CFSI). This instrument developed by Hall & Rutherford (1983) was utilised to assess whether principals work as Responders, Managers, or Initiators to facilitate change. Principals identify themselves as exhibiting more behaviours associated with an Initiator style. A majority of principals (92%) place a medium to high emphasis on that change facilitator style. The behavioural dimension that received most attention by principals was that of structuring their own professional role in leading change in school. There was no difference between primary and secondary school level principals with regards to the three change facilitator styles. However, results revealed significant differences associated with gender and age. More male than female principals give themselves Responder attributes (p<.002;t=3.28;df=83) whereas more female than male principals assign themselves Initiator characteristics (p<.01;t=3.59;df=85). Finally, self-scores attributed for emphasis on the Manager are significantly higher (p<.01;t=2.39;df=85) for the older group of principals.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
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