Recentering Teachers’ Response to educational change

The focus of this study is to explore the factors that influence teachers’ responseto educational change. The interest of this study lies in the fact that ‘educational change, is inevitably a deeply emotional sense-making experience for teachers’ (Zembylas, 2010, p.231). At the same time, teachers should be at the center of our concerns as they influence student learning (Darling-Hammond & Sykes, 1999; Fullan, Hill & Crevola, 2006). A qualitative research was undertaken and a descriptive data collection method was used to consider the research questions. Data was collected using a focus group discussion with a purposive sample of 8 teachers who are following a course on Innovation, Change and Conflict. Findings hint at the dilemma that teachers face at time of educational change. Teachers revealed that there is a tug of war between duty and willingness and ability to implement the change. They also complained about the lack of consideration for teachers by policy makers. They explained that their role in implementing change is most of the time ignored and changes are imposed on them. Hence the authors recommend that teachers be included in the frontline of educational change.