Teachers’ perceived need to doubt: school conditions and the principal’s role

Abstract

Facing a turbulent and uncertain period, schools need to cast doubt upon their ongoing practices in order to have a significant impact on their students. However, conditions underlying the school system hinder the teachers' perceived need to doubt, which diminishes a schools' ability to learn and consequently change. In light of these hindering conditions, the principals' role of enhancing the perceived need to doubt within teachers is of utmost importance. Principals need to both establish institutionalized learning mechanisms and instill a learning culture as a means of initiating a productive school reform.

Citation

Schechter, C. (2004), "Teachers’ perceived need to doubt: school conditions and the principal’s role", International Journal of Educational Management, Vol. 18 No. 3, pp. 172-179. https://doi.org/10.1108/09513540410527167