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Educational change from a teacher's perspective : the influence of anchored personal impact on commitment to change

Gerritsen, Lauri (2020) Educational change from a teacher's perspective : the influence of anchored personal impact on commitment to change.

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Abstract:Teachers’ commitment to change is considered an essential element for change initiatives to be implemented successfully. This study aimed at examining possible unconscious influencing factors on teachers’ commitment to change. Specifically, this study focused on anchoring of the personal impact a change initiative might have on teachers, and investigated its influence on commitment to change (affective, normative, continuance). Differences based on gender and work experience were investigated as well. An experimental design was performed, including a sample of 161 Dutch secondary school teachers, each randomly assigned to one of the following six conditions: Positive personal impact manipulation: 1 High Anchor, 2 Low Anchor, 3 Control Group ; Negative personal impact manipulation: 1 High Anchor, 2 Low Anchor, 3 Control Group The results showed that anchored personal impact did not have an influence on teachers’ commitment to change. Additionally, no differences were found based on gender and work experience. The only effect found was teachers who were presented a negative low anchor on personal impact, scored significantly higher on affective commitment to change than teachers presented a negative high anchor on personal impact. Although the hypotheses were not confirmed to a large extent, this study provided a new perspective on the teacher-centred approach where educational change literature can build further on.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 77 psychology, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/82787
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