Interaction between institutional and professional dimensions of schools experiencing an administrative reform process

Abstract

This study investigated the interaction between institutional and personal professional dimensions in schools in a centralised education system that experienced a major reform initiative. Assuming the influence of both dimensions on teachers' behaviours, we tested an integrated causal model. By conducting a predictive-correlational-survey design, the study collected and analysed the data belonged to 346 teachers from primary, lower secondary and upper-secondary schools. The model confirmed the significant prediction of personal professional dimension. The key variable was being cooperative-orientation. The study concluded that succeeding any reform initiative on schools depends on improving teachers' personal professional characteristics.