Change Management Practices and Academic Staff Readiness for Organizational Change in Pakistani Secondary Schools

Abstract

This study examined the relationship between change management practices and academic staff readiness for organizational change in public secondary schools in Lahore, Pakistan. The study used a quantitative cross -sectional design. Data were collected from 500 secondary school teachers using a researcher-developed, 25-item questionnaire with a five-point Likert response scale. The instrument was reviewed by five experts and piloted with 15 teachers; the thesis reports a Cronbach’s alpha of .903. Descriptive statistics and Pearson correlation were used alongside group-comparison analyses. Teachers generally reported positive perceptions of change management practices and high readiness for change. The principal relationship of interest was positive and statistically significant, with a moderate correlation between change management practices and staff readiness (N = 500, r = .512, p < .001). Change management practices were also positively associated with perceived organizational change (r = .617, p < .001), while perceived organizational change was positively associated with staff readiness (r = .567, p < .001). The results suggest that clear communication, professional development, structured planning, stakeholder participation and ongoing support are relevant features of school change. Because the sample was drawn from public secondary schools in Lahore and the design was cross-sectional and self-reported, findings should not be interpreted as proof of causation or generalized automatically to all Pakistani schools. The study discusses practical implications for school leadership.