The teachers’ change management competency in educational human resource management and organizational development: Evidence from the Mekong delta, Vietnam
Abstract
Amid accelerating educational reforms and growing organizational complexity, change management competency has emerged as a key determinant of leadership effectiveness in educational institutions. This study examines the current state of change management competencies across five dimensions: awareness and motivation for change, planning and implementation, communication and commitment building, management of resistance, and evaluation, adjustment, and sustainability of change. A quantitative research design was employed, with data collected through a structured questionnaire administered to educational leaders and practitioners. Descriptive statistical analyses were conducted to assess competency levels and internal consistency across dimensions. The findings indicate that respondents demonstrate relatively strong competencies in communication, commitment building, and openness to change. However, comparatively lower levels were observed in strategic planning, proactive handling of barriers, and evidence-based evaluation for sustaining change over time. These results reveal a gap between positive attitudes toward change and the capacity to institutionalize change sustainably. The study highlights the need for targeted professional development focusing on adaptive leadership, systematic evaluation, and long-term change sustainability. The findings contribute empirical evidence to the literature on educational change management and provide practical implications for leadership development in reform-oriented educational contexts. This study specifically focuses on educational administrators as the key agents responsible for initiating, implementing, and sustaining change processes in schools
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