Change: How the learning of teachers alters while implementing an educational mandate

Abstract

Scope and Method of Study: The purpose of this qualitative study was to investigate how the learning of teachers change during the implementation of a mandated educational reform. Fullan's (1993) lens of learning embedded in his paradigm of dynamic change, Bandura's (1986) construct of self-efficacy from his Social Cognitive Theory, and Constructivist Theory, in conjunction with Hope's (1999) tenets of skill, motivation, beliefs, and commitment, were used as lenses to focus the study. The methods of this study used to examine teacher and administrator perspectives about what teachers learn during implementation of a reform initiative and employed to compare the reasons how individual teachers change their practice as they change their learning included long interviews, observation, and perusal of teachers' artifacts. The study records the respondents' reactions and reflections about changes in individual learning resulting in change in teacher practice. The change reveals those factors that impact change in teacher learning while implementing an educational mandate.

Findings and Conclusions: Data obtained from interviewing two groups: male and female primary school classroom teachers to include specialist teaches and two administrators, suggested that there is a need for teachers to change their learning while implementing an educational mandate. The need for change in teacher learning is expressed as a need for multifaceted staff development, covering the necessary intent of the reform through the lenses of collaboration, a shared vision of decision making, and teacher accountability for implementation in order to maintain interconnectedness between teacher self-efficacy and teacher learning. For those educators who collaborate willingly, who share and discuss policy and procedure, substantial change in individual teachers' practice does occur. Teachers make their personal meaning as they construct new realities about how they are to perform during implementation. Implementation of service learning will elevate the relevance of Constructivist Theory in relationship to Change Theory because both emphasize methodology necessitating change in traditional, informative education. Reform efforts must become embedded in new institutional forms that support teachers' professional growth in the development of professional learning communities administered by leaders who facilitate proactive change in teachers' personal as well as collective learning.