Literaturnachweis - Detailanzeige
| Autor/in | Shelley, Tami |
|---|---|
| Titel | Educational Change: The View from Within |
| Quelle | (2019), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Change; Teacher Role; Faculty Development; Trust (Psychology); Teamwork; Teacher Attitudes; Class Size; Teacher Collaboration; Teacher Leadership; Technology Integration; Information Technology; Administrator Role; Teacher Administrator Relationship; Change Strategies; Change Agents; Organizational Change; Private Schools; Teaching Experience; Instructional Leadership |
| Abstract | The process of change and its effect is documented in this dissertation research project through the eyes of classroom teachers and the effect that the changes had on them personally, practically, and professionally. The three areas of simultaneous systemic change were: reduction of class size, technology integration, and collaborative leadership of teachers. The following research questions were explored in this study: What are the teachers' perceptions of their contribution to implement and sustain change? What intellectual and emotional work must teachers do to successfully implement and sustain change? What supports do teachers need when implementing and sustaining change? The researcher conducted interviews with each teacher following a series of constructed questions. The themes that emerged from the interviews were: (1) clarifying the proposed change and the role of the teacher in change, (2) clarifying the role of the administrator in change, (3) supporting through professional development and pacing of change, (4) building trust and team membership. The findings from this study provide valuable insight into change for teachers and administrators. The participants in this study brought to life the complexities and needs of educators embarking on change. Based on its findings, this study recommends that further investigation into teacher self-efficacy and emotional intelligence in the change process be conducted. The results of this study suggest that it is valuable for administrators to invest time in the study of the change process. The change process within a school is complex for teachers and all involved. Change is personal and change within an organization is often slow. Addressing the complexities and focusing on the needs of those involved can dramatically influence in a positive manner the experience and outcome of the change process and the culture in which it takes place. [For the complete proceedings, see ED625798.] (As Provided). |
| Anmerkungen | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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