4-Teachers-Commitment-to-Change.pdfof the first modules

The middle war

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2. Teachers’ Commitment to Change

ORGANIZATIONAL A strong belief in the
COMMITMENT organization's goals and values,
willingness to exert effort for the
organization and a strong desire

to remain part of the organization

COMMITMENT TO Encompass feelings of self-
STUDENT efficacy on the part of a teacher,
LEARNING expectations that students will

learn and a willingness to devote
needed effort to ensure such
learning

Teachers may demonstrate commitment to their schools, as well as
commitment to student learning.

3. ources of Teachers’ Commitment
To Change

COMMITMENT AND ENGAGEMENT
MAYBE CONCEPTUALIZED AS
ELEMENTS OF MOTIVATION,

A MORE FUNDAMENTAL
PSYCHOLOGICAL STATE

“Motivational processes are qualities of a person oriented
toward the future and aimed at helping the person to evaluate
the need for change or action.”

Processes are function of one’s personal goals, beliefs about one’s capacities,
beliefs about one’s context and emotional arousal processes.

4. Elements of Motivation for

Teachers

Goals don’t influence the actions of

Commitment to Change
individual teachers and administrators

PERSONAL
Sots until they make them their own
CAPACITY Teachers’ beliefs about their own
BELIEFS professional capacities (self-efficacy)

are often eroded by taken-for-granted
conditions of their work

5. Elements of Motivation for
Teachers’ Commitment to Change

CONTEXT
BELIEFS

EMOTIONAL
AROUSAL
PROCESS

Many experienced teachers have
developed negative or skeptical beliefs
about aspects of the context in which
they work over their careers

As teachers engage from day to day in
efforts to restructure, those efforts will
be sustained by a positive emotional
climate — positive feedback from
parents, students, teaching colleagues,
school leaders

6. Fostering Teacher Commitment

. Identifying and articulating a vision and fostering
the acceptance of group goals

2. Providing individualized support
3. Intellectual stimulation

4. Providing an appropriate model — teachers”
capacities

5. High performance expectations

6. Contingent reward