Co‐creation of optimising school components with change leadership and school improvement: Mixed‐methods research

Abstract Many countries around the globe are focusing on improving the quality of education for student achievement. In this global pursuit of educational enhancement, Turkey has implemented a School Improvement (SI) programme, specifically demonstrating the importance of change leadership (CL). The current study aimed at examining the optimisation of school components through the SI programme based on CL. We adopted mixed method and longitudinal research by using quantitative (survey) and qualitative (focus group and observation) instruments. Our quantitative findings indicate that the SI programme changed the participants' perspectives on involving themselves in the SI. Participants from experimental schools emphasised that the SI experimental programme improved their capacities to identify and manage areas for SI. Additionally, our findings revealed the importance of parental involvement and leadership practices for the sustainability of SI. Further conclusions and implications are fully discussed. Context and implications Rationale for this study: This study's rationale is based on a lack in empirical research exploring how leadership of change would be effective across SI contexts. Why the new findings matter: The findings indicate that the SI experimental programme improved their participants' capacities to identify and manage components for SI. Additionally, we found a positive influence of SI on parental involvement and leadership practices for the sustainability of SI. Implications for practitioners and researchers: Practitioners can utilise these insights to foster more school improvement practices and the management and leadership of change. Researchers are encouraged to explore the specific school improvement model components based on change leadership. The present study also posits that more empirical research is required to provide a solid basis for the benefits of the interventions by school improvement programmes based on change leadership. The findings are relevant for policymakers developing educational improvement strategies and who are interested in sustainable educational reform initiatives.