Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini (2021): Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach, International Journal of Leadership in Education, DOI: 10.1080/13603124.2021.1972165
Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform : a longitudinal approach
|Author:||Sullanmaa, Jenni1,2; Pyhältö, Kirsi3,4,5; Pietarinen, Janne6;|
1School of Education and Culture, Tampere University, Tampere, Finland
2Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
4Faculty of Education, University of Oulu, Oulu, Finland
5Center for Higher and Adult Education, University of Stellenbosch, South-Africa
6School of Applied Educational Science and Teacher Education, University of Eastern Finland, Kuopio, Finland
|Online Access:||PDF Full Text (PDF, 1.1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023033134045
|Publish Date:|| 2023-03-31
It has been suggested that the outcomes of curriculum reform depend on the implementation strategy and coherence making between the reform and school practice. This study examined how teachers perceived a national core curriculum reform implementation in terms of change management and knowledge sharing, and how these contributed to the perceived curriculum coherence and to school-level impact of the reform process over time. Survey data (N = 2447) were collected from teachers during the recent core curriculum reform in Finnish basic education. The longitudinal data were collected at three time points during the first three years of curriculum implementation. A cross-lagged path model was utilized to explore longitudinal relations between the variables. The results showed that knowledge sharing practices and perceived curriculum coherence had reciprocal effects over the first year. Moreover, both predicted the extent to which the reform process was considered to promote school impact in terms of meaningful development and teacher commitment, which facilitated higher levels of curriculum coherence and knowledge sharing later on. Change management did not seem to predict the other constructs — yet, knowledge sharing facilitated evaluations of successful change management. The results provide new insights on supporting meaningful school development in large-scale curriculum reform.
International journal of leadership in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Ministry of Education and Culture under Grant  and the Academy of Finland under Grants [295022 and 326647].
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.