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A case study of the amalgamation of the Broadland House Chirch of England Girls' Grammar School and the Launceston Church Grammar School : a management of change processCampbell, John Robert, n/a January 1987 (has links)
The amalgamation of Broadland House C.E.G.G.S. and the
Launceston Church Grammar School was announced, as a fait
accompli, in April 1982. The merger was to be in two stages;
the separate operation of both schools under the one
Headmaster from June 1982 and the completely merged schools
from the beginning of 1983.
Both Broadland House and the Launceston Grammar claim to
be the oldest continuing schools in Australia, having been
founded in 1845 and 1846 respectively. The fact that many
families had been involved with either or both schools for
four or five generations led to period of bitter conflict and
resistance to change, which was largely overcome by the end
of the first year of operation.
Diminishing enrolments at both schools had been brought
about largely through the rural recession in Tasmania during
the 1960's, together with the provision of better school
facilities and roads in the rural areas of Tasmania. The
Launceston Church Grammar had become co-educational in 1972,
largely as a means of survival. Previous approaches to
Broadland House, by the Grammar School, to consider
amalgamation had been rejected.
This study endeavours to determine the strategies which
led to the almost total acceptance of the amalgamation
between the Broadland House Church of England Girls Grammar
School and the Launceston Church Grammar School, and to
explain those strategies through reference to the literature
on the management of change. This involved rationalising
resources, setting up new academic courses, providing
physical facilities, considering the traditions of both
schools, the gaining of financial, support and of developing
acceptance of the change within the school community and
within the community at large.
The study follows the period covering the eight months
of preparation prior to the amalgamation together with its
first 5 years of operation, during which time the School has
grown considerably and enjoys wide confidence and support.
As amalgamations are occurring more regularly across the
nation, it is hoped that the lessons learned through this
educational innovation will be of benefit to others.
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Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher moralePaul, Anne, n/a January 1998 (has links)
This study arose out of an experience with an amalgamation of two high
schools in the ACT in the early 1990s. The amalgamation process took two and
a half years from the time the decision was made to close one of the schools
until the new school was consolidated on one site. The change processes
impacted on many areas of teachers' work and this, combined with the
emotional aspects of being in a school which was closing, flagged teacher
morale as an issue requiring attention.
The study involved seeking responses to a questionnaire and interviewing
teachers involved in the amalgamation. The interview data was then grouped
by issue and the responses from teachers analysed and compared with related
research literature.
Research indicated that leadership style and effectiveness impacts most
heavily on the morale of teachers undergoing major change such as school
closure/amalgamation. This was substantiated by this study. The decision, by
the principal, to close both schools and create a new school, retaining aspects
of the culture of the original schools was clearly favoured over the alternative
suggestion, by the ACT Government, of the swift closure method and the
absorption of students into an existing school. The outward signs of a new
school; name; logo; uniform; the involvement of the community, the degree of
shared decision-making, the refurbishment of the buildings, the new curriculum
and associated policies and the management of resources were found to
contribute positively to teacher morale.
A lack of consultation prior to announcing the closure decision, a failure to
acknowledge the need of some teachers to grieve for the loss of their school
and a lack of activities to mark the final days of the schools involved have been
identified as having the greatest negative effect on teacher morale in this study.
Maintenance and effective use of the buildings vacated by a closing school has
also been raised as an issue affecting the morale of the teachers from that
school.
This study has implications for future school closures or amalgamations from
the points of view of maintaining of the morale of teachers, and also that of
students
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