Kommunikative Rahmenbedingungen beim Change Management in der Schule

Companies and organizations are constantly under pressure to change. And especially after PISA 2000, even schools can no longer avoid this. The present article examines to what extent communicative framework conditions in the change process are relevant for the participants’ perception of the development and the diffusion of the change, as well as for student outcomes. Multilevel analyses were performed to explore the extent to which the individual level of those affected and the organizational level differ. Based on a sample of 66 teachers and school principals, it is shown that, on the individual level, the characteristics of the participants as well as the frequency of cooperation seem to be especially relevant for the change process; on the organizational level, the composition of the project group seems to be relevant. Furthermore, the association between the teachers’ self-reports and the students’ performance and motivational orientation (N = 539) are reported.