ABSTRACT
This chapter begins with the third and final gallery of evidence, presenting analysis of the teacher portraits within their contrasting school landscapes, to examine the ways in which school structures and cultures influence the role of teachers in contributing and responding to school change. Both schools were initially selected as ‘moving’ schools (Stoll and Fink, 1996) undergoing considerable change and shown to be on an improving trajectory. While teachers’ accounts were the main source of evidence for the study, landscape texts were developed to provide the context for each set of three narratives to give a ‘nested case study’ structure (Thomas, 2011), taking into account how the schools presented themselves publicly, how they were judged and how they were observed (Durrant, 2013). Headteachers contributed their perspectives on change in additional interviews. The schools’ change landscapes demonstrate powerfully the uniqueness of processes and factors combining to influence organisational development.
