The Pennsylvania State University The Graduate School College of Education SCHOOL LEADERS’ PERSPECTIVES ON EFFECTIVE CHANGE IN A THAI CATHOLIC SCHOOL THROUGH SYSTEMS THINKING: A CASE STUDY A Thesis in Instructional Systems by Anant Prichavudhi © 2003 Anant Prichavudhi Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 2003 We approve the thesis of Anant Prichavudhi. Date of Signature ____________________________________________ __________________ Kyle L. Peck Professor of Education Thesis Adviser Chair of Committee Head of the Department of Adult Education, Instructional Systems, and Workforce Education and Development ____________________________________________ __________________ Barbara L. Grabowski Associate Professor of Education ____________________________________________ __________________ Priya Sharma Assistant Professor of Education ____________________________________________ __________________ Patricia A. Nelson Associate Professor of Education iii ABSTRACT This research study sought to uncover the school leaders’ perspectives and understandings of systems thinking as a tool to solve educational problems, and to explore the extent to which school leaders view systems thinking as a means to affect change in the school. The investigator used a qualitative research design and selected case study as the method of investigation. To comply with the 1999 National Education Reform Act of Thailand and as a preparation for transferring power to the new school board, this case study investigated all 15 school board members who were selected by the school administration at a large private K-12 Catholic school in Bangkok, Thailand. The individual interviews were conducted in the fall semester of 2002. Using Senge’s (1994) causal-loop model of cause-and-effect relationship and Haines’ (2000) five critical phases of systems thinking as a framework, the study addressed four related issues: (1) What characteristics of “systems thinking” do school leaders exhibit when faced with school-related problems and issues? (2) What characteristics of “systems thinking” do school leaders exhibit when faced with problems and issues from other (nonschool) domains? (3) What characteristics of “systems thinking” do the school leaders employ/use as a means to affect change in the school? (4) What views do the school leaders express about the importance of “systems thinking” in improving schools (or their own areas of expertise)? iv The results of the research indicated that the school leaders exhibited and identified different types of characteristics of systems thinking—holism, cause-effect relationships, feedback, and external environment—when faced with issues from both inside the school domains and from other nonrelated school domains. The research further showed that the school leaders perceived the meaning and the characteristics of systems thinking and later suggested appropriate means to improve the school and its educational system by applying systems thinking. The reviews of literature on change, systems theory and systems thinking, school effectiveness, and leadership were used to align, relate, connect, support, and conclude a transformational process, with four central themes of structure, culture and climate, power and politics, and individuals deemed as important in promoting change in the school system. By using systems thinking as the framework for this case study, the researcher hoped to set a norm for the school leaders to accomplish their leadership roles in the organization by using systems thinking as an effective tool to relate to, connect with, and affect various parts and elements of the system and to be able to plan for change in the complex learning organization with effectiveness and confidence. v CONTENTS ABSTRACT......................................................................................................................iii LIST OF FIGURES ......................................................................................................... ix LIST OF TABLES ............................................................................................................ x CHAPTER 1 INTRODUCTION..................................................................................... 1 Background ....................................................................................................................... 5 Statement of Problem ....................................................................................................... 9 Goals of the Study ........................................................................................................... 16 Significance of the Study ................................................................................................ 18 CHAPTER 2 REVIEW OF RESEARCH AND RELEVANT LITERATURE ........ 20 Overview .......................................................................................................................... 20 Change ............................................................................................................................. 23 Systems Theory ............................................................................................................... 31 Systems Thinking............................................................................................................ 39 School Effectiveness and its Characteristics................................................................. 49 School Leadership and Its Characteristics................................................................... 55 Summary.......................................................................................................................... 64 CHAPTER 3 CONCEPTUAL FRAMEWORK AND METHODOLOGY OF RESEARCH .................................................................................................................... 66 Introduction..................................................................................................................... 66 The Research Paradigm ................................................................................................. 67 Qualitative Research Design .......................................................................................... 71 vi Phenomenology as Framework...................................................................................... 75 Case Study as Method of Investigation......................................................................... 77 The Setting....................................................................................................................... 81 The Sample ...................................................................................................................... 85 Researcher’s Roles, Experiences, and Biases ............................................................... 86 Educational Background............................................................................................... 86 Experiences as Teacher and School Administrator ...................................................... 88 A Look at the Thai Educational Systems...................................................................... 90 Perspectives on School Effectiveness........................................................................... 92 Systems Thinking as a Tool for Effective Change in School ....................................... 94 School Leader as Systems Thinker............................................................................... 95 Researcher’s Biases ...................................................................................................... 97 Data Gathering Methods and Procedure.................................................................... 100 Data Analysis................................................................................................................. 111 Trustworthiness............................................................................................................. 114 Limitations of the Study ............................................................................................... 117 Summary........................................................................................................................ 120 CHAPTER 4 THE SITE AND THE STUDY PARTICIPANTS.............................. 122 The Research Study Site............................................................................................... 122 Transition Periods......................................................................................................... 125 The School Board Members ....................................................................................... 132 School Principal as Chair of the Board....................................................................... 134 Scholar Representatives.............................................................................................. 136 Parent Representatives................................................................................................ 140 Alumni Representatives.............................................................................................. 142 Representatives of the Local Community................................................................... 144 Representatives of the School’s Teachers................................................................... 145 Summary.......................................................................................................................