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Teacher receptivity to system‐wide educational change

Rose Moroz (Edith Cowan University, Churchlands, Australia)
Russell F. Waugh (Edith Cowan University, Churchlands, Australia)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 May 2000

Abstract

Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom planning, student learning and assessment. The dependent variable, teacher receptivity, is measured in four aspects: overall feelings, attitudes, behaviour intentions and behaviour. The group 1 independent variables are non‐monetary cost benefits, alleviation of fears and concerns, significant‐other support, and feelings compared to the previous system. The group 2 independent variables are shared goals, collaboration and teacher learning opportunities. Data relating to all the variables were collected in 1997 from a sample of 126 teachers some of whom had been involved in the official trial of Student Outcome Statements and analysed using correlation and regression techniques. The group 1 and group 2 independent variables accounted for 59 per cent of the variance in overall feelings, 49 per cent in attitudes, 50 per cent in behaviour intentions and 40 per cent in behaviour.

Keywords

Citation

Moroz, R. and Waugh, R.F. (2000), "Teacher receptivity to system‐wide educational change", Journal of Educational Administration, Vol. 38 No. 2, pp. 159-178. https://doi.org/10.1108/09578230010320127

Publisher

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MCB UP Ltd

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