Teacher Receptivity to Change
Master of Science
A major problem in education is the perception that teacher reluctance to change is a major cog in the process of reform. Behind this reluctance are negative attitudes of veteran teachers developed over time rendering them uncooperative and resentful. To identify the sources of these factors, this study analyzes high school teacher responses to interview questions pertaining to teacher receptivity to instructional or organizational change. The findings suggest that a high degree of commonality exists among teachers regarding views on the necessity of change, and reasons for teacher reluctance towards innovation. In addition to this data, the review of relevant literature revealed that teacher dissatisfaction is prevalent for a variety of historic and contemporary reasons, and that traditional top-down methods of introducing reform measures do not significantly affect change in student outcome. Teachers generally embody a willingness to participate in the reform process, balanced with increased professional recognition and system for reward. Thus, it can be concluded that until teachers become true agents of change, from the stage of concept inception to that of instructional implementation, will the desired results of enhanced student learning be realized. In turn, this shift cannot happen until the entrenched power relationships between teacher and administrators, and teachers and community members, are transformed.
Duncan, David A., "Teacher Receptivity to Change" (1996). Education | Print Theses. 96.