“…Teachers resist change because they lack motivation (Hunzicker, 2004), fall short of knowledge and expertise to modify existing curricular materials (Beck, Czerniak, & Lumpe, 2000), avoid risk-taking which is contradictory to their current practices (McLaughlin & Talbert, 2001;Little, Teachers and Teaching: theory and practice 23 2003), and shun conflict in teacher community (Grossman et al, 2001;Little, 2003). Nevertheless, collaboration and support for professional growth from peers and administrators (McLaughlin & Talbert, 2006), and the leadership of department chair (Tam, 2010b;Wong, 2010) are pivot factors that impact teacher change. Moreover, teachers are more likely to continue enacting new practices when students make improvement (Guskey, 2002).…”