Change Management in Teaching
Nexus of Change Management and Effective Teaching During and Post-COVID-19 Pandemic: A PLS-SEM Approach
Mohammad Ekramol Islam, Md. Mominur Rahman, Serena Aktar, Prince Das
DOI: https://doi.org/10.58718/policyanalysis2120252
Keywords: Change management; Effective teaching; Organizational culture; Teaching technology; PLS SEM.
Abstract
This study aims to assess the factors of change management in teaching during and after the COVID-19 pandemic. A structured questionnaire was developed and pre-tested, yielding a sample size of 132 participants selected through convenience sampling. The data were analyzed using path analysis with Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while organizational and structural changes do not significantly affect change management, technological change has a positive impact. Furthermore, effective change management is shown to positively influence teaching effectiveness. These insights emphasize the necessity for organizations to invest in change management strategies to facilitate successful implementation. The changes in the educational environment have profound implications for teachers’ beliefs and attitudes, which can lead to shifts in teaching practices that ultimately affect student learning outcomes. To adapt to these evolving demands, professional development and training for teachers are essential. Additionally, changes in educational policy and funding can influence the broader social context of education, impacting the quality of education and opportunities available to students. Practically, it is crucial for teachers to embrace adaptation to meet new expectations, and adopting learner-centered approaches can significantly enhance student motivation and engagement.
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