Understanding teachers′ receptivity to system‐wide educational change

Abstract

Reports the results of a qualitative, cross‐sectional study involving a survey of 549 teachers′ perceptions of the Unit Curriculum system in 22 metropolitan state senior high schools in Perth, Western Australia, in the context of system‐wide change, within a centralized educational system. Surveyed perceptions of six general variables applied to the specific case of the Unit Curriculum system. These variables are: perceived cost benefit to the teacher; perceived practicality in the classroom; alleviation of fears and concerns; participation in school decisions on aspects affecting the classrooms; perceived support from senior staff; and feelings towards the previous system compared to the new system. Suggests these variables offer pointers to educational administrators on how best to tailor system‐wide changes so that teachers will be more receptive to the changes in the implementation stage.