Self-organization approach to change management in the secondary school: A field study in Minia Governorate

Abstract: This requires that the public secondary school possess the self-organizing ability that qualifies it to respond to change, manage it and work in an environment characterized by continuous change. Therefore, this research aimed to determine the level of availability of the dimensions of self-organization schools in the public secondary school, and the research was based on the theory of complex adaptive systems in the interpretation of the phenomenon in question, and relied on the descriptive approach, and used the questionnaire as a tool for data collection, which was applied to a random sample of teachers and principals of public secondary schools in Minya governorate with a total number (832) individuals, and the data was processed statistically.
It was found that the total degree of the level of availability and realization of the dimensions of self-organization is low, and only the dimensions of: work rules, communities of practice, and feedback were achieved, to a medium degree, and there were no statistically significant differences between the level of availability of the dimensions of self-organization according to the school location variables, school size, and there were statistically significant differences according to the job variable in favor of the principals' group. The research concluded with presenting a proposed model for change management in the public secondary school in light of the dimensions and components of self-organization, consisting of several stages: preparedness for change, building organizational capacity for change, the implementation stage, and finally the sustainability and institutionalization of change.