How Teachers Experience Change: A Case Study of the Merger Between Two Catholic Schools
Abstract
This single, qualitative case study seeks to evaluate how teachers experience changes associated with the merger of two Catholic schools. Using the multiple perspective approach to case studies, this study explores the experiences of middle school teachers and the school leaders involved in establishing a merged K–12 Catholic School. Thirteen semi-structured, personal interviews were conducted, and relevant school documents were reviewed. The results from this study support previous literature on leading through change. The findings show that teachers experience various emotions while transitioning in a merger. Additionally, the analysis reveals that how communication is handled directly affects teacher morale. The participants recommend that school leaders be more inclusive of teachers in decision-making and provide sufficient opportunities for collegial interactions, allowing teachers to collaborate on policies and procedures that unify both schools.
