Effective school in a crisis COVID-19
Engaging the school community in coping with school challenges based on the Lewin and Fisher model, in transactional analysis terms
DOI:
https://doi.org/10.16926/eat.2021.10.02Keywords:
implementing change, Lewin model, passivity, systemic solutions, rapid response system, Educational Transactional AnalysisAbstract
This article is a case study of coping with the challenge of change at Primary School No. 6 in Września from October to December 2021.
Underlying the intervention work described in the case study was the model of implementing change in an organization proposed by Kurt Lewin (Lewin, 1951; Bhayangkara, 2020) and John Fisher’s approach to individual coping with change (Fisher, 2012). In this paper, we look at the process from the perspective of educational transactional analysis.
The purpose of the process was to increase the sense of psychological and content security of the 7th and 8th grade community during the period of December 2021.
630 individuals actively participated in the process. The analysis was based on qualitative re- search in 5 groups of school community members: teachers (N = 45), students (N = 300), parents (N = 280), a group of psychologists and educators (N = 3) and school management (N = 2). The process included: observation, in-depth interviews, group work, and discussion. Participants also had an opportunity to individually analyze conclusions and proposals developed during the process.
As a result of the actions taken, comprehensive solutions and recommendations were pro- posed, which were communicated and implemented in the community of classes VII and VIII, among students, teachers and parents. In this paper we show that and why parallel work with all major stakeholder groups is necessary to effect change in the school.
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