طرح های رهبری تغییر ضمنی، مدیریت تغییر مؤثر و تعهد معلمان برای تغییر در مدارس فیلیپین Implicit change leadership schemas, perceived effective change management, and teachers’ commitment to change in secondary schools in the Philippines

Introduction Change is the only thing constant. We live in a world where development means leaving old paradigms and embracing new perspectives. Similarly, academic institutions are called to adapt to an increasingly competitive and complex environment. A relevant example would be the K to 12 education system, that has now become the standard for basic education globally. This has put pressure on countries that had previously not utilized it to embrace the K to 12 system, and this had required major changes. A study endorsed by the Asian Development Bank (Sarvi et al. 2015) looked at the effect of transition to the K to 12 in five different areas— Mongolia, Ontario (Canada), the Philippines, Poland, and Turkey. These countries were found to encounter varied adjustments depending on their political, fiscal, socioeconomic, and educational contexts. Basic education schools experienced restructuring, not just in curriculum, but also in financial and human resources (Sarvi et al. 2015). The commitment of organization members is critical for any change effort to succeed, and the capacity to engender commitment to change is an important characteristic of organization leaders (Ashkenas et al. 2013). A study shows that in basic education units, effective change efforts in schools are the ones initiated by school principals (Parco-Tropicales and de Guzman 2014). They examined the influence of principals in organizational change using various theories—transformational, visionary, charismatic, and ethical, among others (Parco-Tropicales and de Guzman 2014). However, in recent years, an emerging perspective of leadership focuses on followers. One of the most recently developed perspective is the implicit leadership theory (ILT). It presupposes that because leadership is dyadic in nature, the effectiveness of leaders depends, to some extent, on whether they meet the expectation of their followers or not. The ILT suggests that followers have schemas of ideal leaders and evaluates the effectiveness of their leaders based on these expectations (Epitropaki and Martin 2005). Building on ILT, Magsaysay and Hechanova (2017) proposed that leadership requirements are dependent on context. Thus, leadership characteristics needed during times of change may be different from periods of stability. They proposed the implicit change leadership theory (ICLT) that focuses on the difference between the subordinates’ ideal and observed leader behaviors and traits in the context of organizational change. This study expands the literature on leading change in the school setting by looking at the role of leadership from the perspective of the ICLT. This theory, which was anchored on ILT, assumes that people create schemas of their ideal change leader, and compare it to their observations of actual leader behaviors during organizational change. Moreover, it found support for the relationship of the congruence between the ideal characteristics and actual observations of change leaders and perception of change management effectiveness (Magsaysay and Hechanova 2017).