Abstract
Assimilating processes of change in teaching methods and their application in school entail considerable difficulty. The teachers' ability and skills as a professional-pedagogic entity in the process of change is the first factor for the occurrence of radical change. This study examines the extent to which teachers' professional attributes predict resistance to change when assimilating a computerized learning management and teaching system (LMS) in school. Teachers from an experimental high school in Israel, which is participating in a comprehensive reform to integrate a computerized LMS system into schools in Israel, participated in this study. A questionnaire regarding resistance to change was distributed to 60 teachers and analyzed using path analysis in structural equation modeling with the statistical AMOS 7.0 (Analysis of Moment Structures) software (Arbuckle, 2006). The findings indicate that a high level of computer literacy amongst teachers predicts low resistance to change; school seniority predicts high resistance to change, as does a key role in school. The contribution of the study lies in understanding that, till now, these attributes were considered to be background attributes. The study identifies their unique impact on the teachers' readiness to assimilate change in school.
Highlights
This study aims to examine the assimilation of a computerized system for managing learning and teaching (LMS) from the professional perspective of the school teacher
Variance in the level of resistance to change relative to assimilating the computerized learning management and teaching system (LMS), from the cognitive, emotional and behavioral aspects, as follows: a) The greater the teaching and school seniority the greater will be the resistance to assimilating the computerized system
A path analysis was conducted using structural equation modeling to explore the impact of the teachers' professional attributes on their attitudes towards assimilating a computerized LMS in school, using the AMOS 7.0 (Analysis of Moment Structures) statistical software (Arkbuckle, 2006)
Summary
This study aims to examine the assimilation of a computerized system for managing learning and teaching (LMS) from the professional perspective of the school teacher. The computerized system explored in this study is the LMS software that was developed in Israel, and is in use in schools worldwide (Macfadyen & Dawson, 2010). This system is based on the approach that teachers are all principals in their subject, and need organized information that will help them from the administrative and pedagogic perspectives (Blau & Hameiri, 2012). The study aims to explore the degree to which the teachers' professional attributes predict resistance to change in assimilating a computerized LMS in school, from the cognitive, emotional and behavioral aspects. B) The more central the role in school, the less will be the resistance to change regarding assimilating the computerized system
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