Organizational Forgetting in Educational Institutions: Rethinking Organizational Change

Background/purpose. This inquiry examines the phenomenon of organizational forgetting, aiming to elucidate the plausible antecedents and consequences of forgetting. Furthermore, this study examines diverse approaches and strategies that school principals employ to identify effective methods for forgetting in organizational settings.

Materials/methods. The study employed a qualitative research approach in its data collection and analysis procedures, incorporating a phenomenological design to explain the phenomenon's impact on the participant's ability to maintain a positive school climate in educational settings. This study consisted of 15 participants serving in school leadership positions, who were selected through a snowball sampling method.

Results. The main findings of the research indicate that official regulations compelled school principals to overlook, and the change in human resources contributed to this oversight. The study clearly confirms that forgetting can be managed with some strategies. Principals' stances, organizational routines, physical space, government policies, social media, environmental support, and communication skills are the structures involved in the process.

Originality/value. This study clarifies how organizational forgetting serves a managerial purpose. Furthermore, this study closes a research gap in the literature about the impact of organizational forgetting on schools. It is worth noting that when the literature on forgetting is reviewed, there are relatively few articles that examine the phenomenon in qualitative research.

Limitations. The present study is subject to certain constraints, including its restricted scope to eight schools in Istanbul and its consideration of solely the viewpoints of vice principals and school principals.

Keywords: Organizational forgetting, organizational change, principals, phenomenological design

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