Understanding teachers as change agents: An investigation of primary school teachers’ self-perception

H.R.M.A. van der Heijden; D. Beijaard; J. J.M. Geldens; H. L. Popeijus

doi:10.1007/s10833-018-9320-9

Understanding teachers as change agents: An investigation of primary school teachers’ self-perception

H.R.M.A. van der Heijden, D. Beijaard, J. J.M. Geldens, H. L. Popeijus

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Abstract

This study reports on a large-scale survey on primary school teachers’ perceptions of being change agents and the extent to which these perceptions are related to personality and contextual factors. A principal component analysis and confirmatory factor analysis revealed nine characteristics of teachers as change agents. Personality and contextual factors are related to teachers’ perceptions of being a change agent. Four teacher profiles were distinguished according to the varying degrees of teachers’ perceptions of themselves as change agents. This study adds to the further understanding of teachers as change agents, their characteristics and how these characteristics are related to personality and contextual factors.

Original language	English
Pages (from-to)	347-373
Number of pages	27
Journal	Journal of Educational Change
Volume	19
Issue number	3
DOIs	https://doi.org/10.1007/s10833-018-9320-9
Publication status	Published - 1 Aug 2018

Funding

Acknowledgements This work was supported by the Netherlands Organisation for Scientific Research (NWO) under project number: 023.002.035 (Doctoral Grant for Teachers). We would like to thank our cooperating partners for their support and for distributing the questionnaire to the primary schools in their relationship networks.

Keywords

Contextual factors
Personality factors
Primary education
Teacher characteristics
Teachers as change agents

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10.1007/s10833-018-9320-9

publisher versionFinal published version, 513 KBLicence: TAVERNE

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Understanding teachers as change agents: An investigation of primary school teachers’ self-perception

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