Change management in Northern Ireland’s transformed integrated schools: what we want is a school where you can be who you are and it’s a safe place

ABSTRACT

Historically, Northern Ireland pupils have attended religiously separate schools, however, a movement by parents in the early 1980s to educate them together resulted in integrated schools becoming part of the educational landscape. Some were new and planned (Grant Maintained Integrated (GMI)) and a second group on which this article focuses sought integrated status through a formal, distinctive process of transformation (Controlled Integrated (CI)). Interviews with Head Teachers in nine transformed schools (primary and post-primary) showed varied reasons for transforming; parents were mostly receptive but needed information and reassurance; and teachers’ reactions were largely positive, promoting the integrated ethos by addressing difference and meeting the needs of the minority group with concomitant benefits. Changes in leadership style were attributed to different management structures with Boards of Governors, teachers and parents being much more part of decision-making. There were numerous, varied challenges in the Head’s new role, although most could be met, and transformation remained a journey rather than a discrete, one-off change.

KEYWORDS:

• Change management
• Head teachers
• transformed integrated schools

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lesley Abbott

Dr Lesley Abbott is an Honorary Fellow of Ulster University and Educational Research Consultant, previously a Research Fellow. She was awarded the Brian Simon Educational Research Fellowship in 2006–2007 by the British Educational Research Association. Her research interests include teacher education and the needs of student teachers, the professional needs of learning support assistants, and children’s use of tablet technology.

Samuel McGuinness

Dr Sam McGuinness is a former Head of the School of Education at Ulster University. His original research field was organometallic chemistry and his current research interests are in international educational leadership and policy. He presently implements a postgraduate Headship Diploma and a Master’s programme in Educational Leadership and Management.