Change Management And Its Obstacles In Light Of "ADKAR Model" Dimensions From Female Teachers Perspective In Secondary Schools In Dammam In Saudi Arabia

Abstract

This research aimed to identify the change management practice degree by the female secondary school leaders in public education in Dammam in light of the ADKAR Model from the points of view of female teachers and identify the most prominent obstacles. To fulfill the research objectives, the descriptive analytical approach was adopted, and the questionnaire was used as the data collection tool. A
questionnaire was applied to a sample of (288) secondary school female teachers, and the collected data were processed using the SPSS program. The findings of the results indicated that the change management practice degree in the public secondary schools
in Dammam city considering the ADKAR Model reached a (high) degree, whereas the awareness dimension came at the first rank, followed by the ability dimension, the desire dimension, then knowledge, and finally the reinforcement dimension in the last rank. The results also revealed that the obstacles of change management among the leaders the public secondary schools in Dammam city in light of the ADKAR Model reached a (moderate) degree, and the most important obstacles were the lack of financial resources required for making a change in the school, the exaggerated satisfaction with the current school situation, and the weak support provided by
General Directorate of Education for the change initiatives at the school level.