Change management imperatives of the transition of three senior high schools from private to public school system in the Central region of Ghana

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.