Leading Teacher Engagement in Change: Problems, Solutions, and an Alternative Theory

• In Event: Hilton Roundtable Session 8
  In Roundtable Session: Teacher-Initiated Change: Empowerment, Engagement, and Shared Leadership

Abstract

Non-engagement in educational change is commonly framed as resistance. Instead, this study adds to our understanding of non-engagement by considering the concept of risk in place of resistance. This qualitative study utilised semi-structured interviews with leaders and facilitators from three schools to capture their sensemaking of teachers’ actions and responses during a professional learning and development (PLD) initiative. The results highlight the common differences between leaders and facilitators’ resistance and their risk frames. A resistance frame positioned non-engagement in PLD with the teacher thereby assigning responsibility for change with them. In contrast, a risk frame positioned responsibility beyond the teacher resulting in leaders and facilitators broadened their outlook to consider their impact on teachers’ learning and engagement in PLD.

Authors

• Kaye Twyford, The University of Auckland

• Deidre Le Fevre, University of Auckland