Facilitators of Organizational Ambidexterity in Schools: A Thematic Analysis

Document Type : Qualitative Research Paper

Authors

1 Dept. of Educational Sciences, Ta.C., Islamic Azad University, Tabriz, Iran

2 Department of Educational َ Administration ,Farhangian University ,Tehran.Iran.

10.22034/jsa.2025.143534.2573

Abstract

This qualitative study examines the facilitators of organizational ambidexterity in schools. While the concept has been widely studied in corporate and higher education settings, its application to primary and secondary schools is limited. Using thematic analysis, this study examines why organizational ambidexterity is necessary in schools. Fifteen participants, including executive and academic experts, were purposively selected. Data were collected through semi-structured interviews, focusing on the causal conditions and necessities for organizational ambidexterity in schools. Transcripts were inductively coded using Braun and Clarke’s six-step thematic analysis framework. Four main themes emerged: (1) leadership orientation, highlighting the role of visionary and transformational leadership in fostering dual strategies. (2) structural and policy flexibility, emphasizing decentralized decision-making, adaptive resource allocation, and flexible scheduling. (3) cultural openness and psychological safety, where feedback, risk-taking, and empowerment supported exploratory behaviors. and (4) strategic alignment and communication enabled coherence through shared vision and stakeholder engagement. Findings suggest that ambivalence in schools is shaped not only by structural conditions but also by leadership sense, trust-based cultures, and relationship dynamics. This study contributes to the educational leadership literature by providing a nuanced framework for fostering ambivalence capacity in complex school environments.

Keywords

Main Subjects

References

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History

  • Receive Date: 10 April 2025
  • Revise Date: 01 May 2025
  • Accept Date: 18 September 2025

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