The Impact of Externally Imposed Change on Teachers' Pedagogical Practice: A Queensland Secondary School Study

The Impact of Externally Imposed Change on Teachers' Pedagogical Practice: A Queensland Secondary School Study

In 2019, Queensland secondary schools experienced their most significant government-mandated change in 50 years with the introduction of external exams. This reform replaced the Overall Position (OP) system with the Australian Tertiary Admissions Rank (ATAR), shifting the senior assessment system from relying solely on internal school-based assessments to incorporating standardised external examinations. This qualitative case study, conducted in a large secondary school, explored the impact of this change on teachers’ pedagogical practices. Using an interpretivist lens, the study examined how various stakeholders, including teachers and school leaders, conceptualised and adapted to the new system. Data collection methods included semi-structured interviews, document analysis, and focus groups, with findings categorised into key themes aligned with the study’s conceptual framework. The findings indicated that whilst externally imposed change in schools is inevitable, but when the mandated change is not managed effectively, it can lead to internal chaos and unintended consequences. This study identifies five key factors that support smoother implementation. They are change management, sensemaking, self-efficacy, distributed leadership and emotional labour. These factors emphasise the need to expand strategic intent beyond policy compliance to respect teachers’ moral purpose and professional commitment. Leadership structures should prioritise teachers’ roles, ensuring alignment between imposed reforms and educators’ values. Preserving shared educational principles is crucial, as teachers’ moral compasses drive successful change. Supportive leadership, emotional intelligence, and targeted professional development can help alleviate stress and ensure minimal disruption to student learning. Ultimately, policymakers and school leaders must recognise teachers as professionals and acknowledge that teachers’ intrinsic motivation fuels their resilience, and their commitment to student achievement. This aspect should be considered when implementing change.

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