Abstract:
This study sought to find out the challenges associated with the transition processes
for three schools from private to public education system and to explore ways of
retaining the school‘s institutional memory for productive engagement. The
exploratory nature of the research coupled with the theoretical framework of change
management necessitated a qualitative research approach. The population for the
study was 120 and a sample size of 12. The study used purposive sampling procedure.
Documentary checklist and interview guides were the main instruments in data
collection. The data collected was analyzed thematically. The study found out that the
schools encountered transitional challenges in terms of leadership and management,
teaching staff development, teaching and learning resources and funding, the absence
of a change management strategy in the transition processes of the schools and
general narrow understanding of the concept institutional memory in the wake of the
transition. It was concluded that the transitional periods of the schools were fraught
with challenges coupled with no change management strategy put in place to manage
the change. Likewise, it was concluded that employee retention strategy to retain the
institutional memory of the schools was not prioritized during the transition due to
management discontinuity. It was recommended that a change management strategy
be put in place by GES in future absorption of private schools to mitigate the
transitional challenges the schools encounter. It is further recommended that at the
very least, a key management employee in the past management with adequate skills
and competencies be retained to serve as the ‘memory coordinator‘ in each school by
GES to forestall management challenges.
Description:
A thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba